Curriculum and Assessment Management Team -- 2019 MCAS, MAP and - - PowerPoint PPT Presentation

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Curriculum and Assessment Management Team -- 2019 MCAS, MAP and - - PowerPoint PPT Presentation

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Curriculum and Assessment Management Team -- 2019 MCAS, MAP and Accountability Data Quincy Public Schools School Committee Presentation October 16, 2019 Curriculum and Assessment Management Team Madeline Roy , Director of Middle and High

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Quincy Public Schools School Committee Presentation October 16, 2019

Curriculum and Assessment Management Team

  • 2019 MCAS, MAP and

Accountability Data

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Curriculum and Assessment Management Team

Madeline Roy, Director of Middle and High School Curriculum Programs and Initiatives Erin Perkins, Director of Special Education and Elementary Curriculum Sarah Anderson, Coordinator of Special Education 6-12 and Data Support Marisa Forrester, Coordinator of District Data and Assessment Bridget Vaughan, Coordinator of English Language Arts and Literacy K-8 Heather Wojcik, Coordinator of English Learner Education Kim Quinn, Team Administrator for Math Curriculum K-8 Ed Smith, Team Administrator for STEM Curriculum 4-12 Elizabeth Kelly, Elementary Digital Literacy Support Teacher Laura Latini, Elementary Digital Literacy Support Teacher Kim Walsh, Elementary Digital Literacy Support Teacher

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Tonight’s Focus Areas

District Improvement Plan

  • District Improvement Plan Framework
  • Alignment of Goals

District Data

  • MAP Benchmark Assessment Results
  • Next Generation and Legacy MCAS Data
  • Accountability Reports

District Goals

  • MCAS Achievement and MAP Growth Goals
  • Next Steps

Curriculum Initiatives

  • Related Professional Development
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District Improvement Plan

  • District Improvement Plan

Framework

  • Alignment of Goals
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District Improvement Plan Framework

  • Standards
  • DESE
  • Key Questions
  • Specific indicators
  • CAMT Annual Plan

Six Standards Evidence of Alignment Leadership and Governance

  • Curriculum and Assessment

Management Team Plan Curriculum and Instruction

  • Aligned Curriculum
  • Vertical, Grade-level & Dept

Assessment and Program Evaluation

  • Formative and Benchmark
  • Data Teams and ILTs

Professional Development

  • System-wide PD
  • Site-based PD

Academic Support

  • Beyond the Bell
  • Family Engagement

Financial and Asset Management

  • Comprehensive Budget

Process

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Quincy School Committee & Superintendent DeCristofaro Curriculum and Assessment Management Team Program Improvement Plans School Improvement Plans Grade Level, Vertical and Departmental Teams Individual Educators

District Improvement Plan

Alignment of Goals

Thoughtful Planned Sustained

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District Data

  • MAP Benchmark

Assessment Results

  • Next Generation and

Legacy MCAS Data

  • Accountability Reports
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MAP Student Growth

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MAP Benchmark Assessment

  • Measure of student growth
  • Student Growth Summary Report
  • Student Growth National Norms
  • Administered
  • Grades 2-7 in Reading, Mathematics
  • Grades 4-7 General Science*

*General Science for 18-19 MAP testing is considered a pilot year. Fall 18-19 was administered at an interim period between Fall and Winter testing

  • windows. Winter MAP test was not administered. Therefore, growth measures of 18-19 for General Science data is not establishing a legitimate baseline.

Fall Winter Spring

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MAP Benchmark Assessment National Growth Norms

Student Growth National Norms Fall to Spring

Grade Reading Mathematics General Science Grade 2 14.0 15.2

  • Grade 3

10.3 13.0

  • Grade 4

7.8 11.6 6.4 Grade 5 6.1 9.9 5.5 Grade 6 4.8 7.7 4.3 Grade 7 3.7 6.0 3.7

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*

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MCAS Student Achievement

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Spring 2019 MCAS Test Administration Legacy Next Generation

  • High School Biology

○ Spring 2020 ■ Grade 10 - Legacy ■ Grade 9 - Next Gen

  • Grades 3-8

ELA & Mathematics - Year 3

  • Grades 5 & 8

STE - Year 1

  • High School

ELA & Mathematics - Year 1

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Spring 2019 MCAS Reporting Categories Legacy Next Gen

Advanced Exceeding Expectations Proficient Meeting Expectations Needs Improvement Partially Meeting Expectations Warning/Failing Not Meeting Expectations

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Statistical Linking Model (HS ELA Example)

% of students

13% Exceeding Expectations 48% Meeting Expectations 31% Partially Meeting Expectations 8% Not Meeting Expectations

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Spring 2019 MCAS Average Composite Scaled Score

  • A measure of every student’s achievement
  • Achievement Categories and Scores

○ Exceeding Expectations: 530-560 ○ Meeting Expectations: 500-530 ○ Partially Meeting Expectations: 470-500 ○ Not Meeting Expectations: 440-470

Scaled Scores Example 508 494 512 503 501 449 540 508

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Spring 2019 MCAS Results

by Percentage of Students in Meeting or Exceeding

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Spring 2019 MCAS Results

by Average Composite Scaled Score

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ELA

Average Scaled Scores Scaled Score Change 2017 to 2019

2017 2018 2019

Grade 3 505.0 507.6 508.4 + 3.4 Grade 4 504.9 508.4 508.2 + 3.3 Grade 5 501.2 507.6 507.6 + 6.4 Grade 6 502.8 504.8 505.2 + 2.4 Grade 7 505.7 502.2 508.2 + 2.5 Grade 8 503.6 507.9 504.6 + 1.0 Grades 3-8 503.9 506.4 507.0 + 3.1 Grade 10

  • 507.8
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Math

Average Scaled Scores Scaled Score 2017 to 2019 2017 2018 2019

Grade 3 503.8 503.6 502.3

  • 1.5

Grade 4 501.4 501.4 501.0

  • 0.4

Grade 5 503.7 501.4 502.3

  • 1.4

Grade 6 501.5 502.8 504.4 + 2.9 Grade 7 503.2 500.0 505.0 + 1.8 Grade 8 501.5 505.3 503.1 + 1.6 Grades 3-8 502.5 502.4 503.0 + 0.5 Grade 10

  • 507.8
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Math

Average Scaled Scores Scaled Score 2017 to 2019 2017 2018 2019

Grade 3 503.8 503.6 502.3

  • 1.5

Grade 4 501.4 501.4 501.0

  • 0.4

Grade 5 503.7 501.4 502.3

  • 1.4

Grade 6 501.5 502.8 504.4 + 2.9 Grade 7 503.2 500.0 505.0 + 1.8 Grade 8 501.5 505.3 503.1 + 1.6 Grades 3-8 502.5 502.4 503.0 + 0.5 Grade 10

  • 507.8
  • A closer look at Elementary

and Computer Based Testing...

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STE

Average Scaled Scores 2017 2018 2019

Grade 5

  • 502.0

Grade 8

  • 499.5

Grade 10

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Accountability Reports

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2019 Accountability Data

  • Performance based
  • Official accountability determinations and the reason for classification
  • Information about progress towards improvement targets
  • Indicators for various subgroups

Points

1 2 3 4

Reason

Declined No Change Improved Below Target Met Target Exceeded Target

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Achievement - Non-high school Group N Points Reason ELA All Students 4,086 2 Improved Below Target Lowest Performing 717 3 Met Target High Needs 2,678 3 Met Target Math All Students 4,083 2 Improved Below Target Lowest Performing 715 4 Exceeded Target High Needs 2,677 3 Met Target STE All Students 1,373 Declined Lowest Performing

  • High Needs

874 Declined

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Achievement - High school Group N Points Reason ELA All Students 669 4 Exceeded Target Lowest Performing 153 2 Improved Below Target High Needs 362 3 Met Target Math All Students 670 1 No Change Lowest Performing 151 Declined High Needs 363 2 Improved Below Target STE All Students 627 1 No Change Lowest Performing

  • High Needs

333 Declined

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Growth - Non-high school Group N Points Reason ELA All Students 3,065 3 Typical Growth - High Lowest Performing 705 3 Typical Growth - High High Needs 1,912 3 Typical Growth - High Math All Students 3,062 3 Typical Growth - High Lowest Performing 701 3 Typical Growth - High High Needs 1,910 3 Typical Growth - High

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Growth - High school Group N Points Reason ELA All Students 580 2 Typical Growth - Low Lowest Performing 139 1 Low Growth High Needs 294 2 Typical Growth - Low Math All Students 578 2 Typical Growth - Low Lowest Performing 137 1 Low Growth High Needs 292 2 Typical Growth - Low

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Progress toward attaining English language proficiency - Non-high school Group N Points Reason EL and Former EL 882 2 Improved Below Target

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Progress toward attaining English language proficiency - High school Group N Points Reason EL and Former EL 157 2 Improved Below Target

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Chronic absenteeism - Non-high school Group N Points Reason All Students 5,850 3 Met Target Lowest Performing 717 2 Improved Below Target High Needs 3,877 3 Met Target

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Chronic absenteeism - High school Group N Points Reason All Students 2,917 4 Exceeded Target Lowest Performing 153 4 Exceeded Target High Needs 1,607 3 Met Target

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Four-year cohort graduation rate - High school Group N Points Reason 4-Year Cohort Grad Rate All Students 713 1 No Change Lowest Performing

  • High Needs

450 Declined Extended Engagement Rate All Students 674 3 Met Target Lowest Performing

  • High Needs

468 2 Improved Below Target Annual Dropout Rate All Students 2,759 Declined Lowest Performing

  • High Needs

1,403 Declined

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District Goals 2019-2020

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District ELA MCAS Goal for 2019-2020

During the 2019-2020 school year, students in grades 3-8 will show evidence of achievement in English language arts as measured by an increase of 1.2 scaled score points in the All Students Average Composite Scaled Score according to the English language arts achievement data in the 2020 DESE Accountability Report.

*Considering that 2.0 scaled score points is statistically significant, then the measure of a 1.2 increase would have an overall effect on meeting our District 3-8 Achievement Targets for all indicators in 2020. Below is a line from the 2019 District Accountability Report to indicate which data chart was analyzed.

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District MAP Reading Goal for 2019-2020

During the 2019-2020 school year, students in Grades 2-7 will show evidence of growth in Reading as measured by an increase of 15 RIT points above the fall average for grade 2, an increase of 10 RIT points above the fall average for grades 3-4, and an increase of 5 RIT points for grades 5-7 as indicated by the Spring 2020 MAP District Student Growth Summary Report.

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District Math MCAS Goal for 2019-2020

During the 2019-2020 school year, students in grades 3-8 will show evidence

  • f achievement in Mathematics as measured by an increase of 1.3 scaled score

points in the All Students Average Composite Scaled Score according to the Mathematics achievement data in the 2020 DESE Accountability Report.

*Considering that 2.0 scaled score points is statistically significant, then the measure of a 1.3 increase would have an overall effect on meeting our District 3-8 Achievement Targets for all indicators in 2020. Below is a line from the 2019 District Accountability Report to indicate which data chart was analyzed.

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District MAP Math Goal for 2019-2020

During the 2019-20 school year, students in Grades 2-7 will show evidence of growth in the MAP Mathematics as measured by an increase of 16 RIT points above the fall average for grade 2, an increase of 12 RIT points above the fall average for grades 3-4, an increase of 10 RIT points above the fall average for grade 5, and an increase of 7 RIT points for grades 6-7 as indicated by the Spring 2020 MAP District Student Growth Summary Report.

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District STE MCAS Goal for 2019-2020

During the 2019-2020 school year, students in grades 5 & 8 will show evidence

  • f achievement in Science and

Technology/Engineering as measured by an increase in Students Average Composite Scaled Score from a baseline of 502.0 for Grade 5 and 499.5 for Grade 8 according to the District Achievement Distribution by Year Science and Technology/Engineering Report (PE305) in Edwin Analytics.

Grade 5 Grade 8 2018 2019 2018 2019

CPI

81.2 73.7

Advanced

22% 8%

Proficient

33% 36%

Needs Improvement

36% 41%

Warning/Failing

9% 15%

Exceeding Expectations

12% 10%

Meeting Expectations

42% 37%

Partially Meeting Expectations

33% 41%

Not Meeting Expectations

12% 12%

Average Scaled Score

502.0 499.5

N Students

640 699 664 674

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District MAP STE Goal for 2019-2020

During the 2019-20 school year, students in grades 4-7 will show evidence of growth in the MAP Science as measured by an increase of 7 RIT points above the fall average for grades 4-5 and an increase of 5 RIT points above the fall average for grades 6-7 as indicated by the Spring 2020 MAP District Student Growth Summary Report.

*Please consider the 2018-2019 MAP Science administration a pilot year. The 2020 science MAP goals were set using NWEA national norms as a baseline in conjunction with QPS historical performance on MAP testing. This year students will be assessed in all three benchmark testing windows.

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High School ELA MCAS Goal for 2019-2020

During the 2019-2020 school year, students in grade 10 will show evidence of achievement in English Language Arts as measured by an increase in Students Average Composite Scaled Score from a baseline of 507.8 according to the District Achievement Distribution by Year English Language Arts Report (PE305) in Edwin Analytics.

Grade 10 2018 2019

CPI

96.2

Advanced

51%

Proficient

40%

Needs Improvement

6%

Warning/Failing

3%

Exceeding Expectations

15%

Meeting Expectations

47%

Partially Meeting Expectations

31%

Not Meeting Expectations

6%

Average Scaled Score

507.8

N Students

658 669

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High School Math MCAS Goal for 2019-2020

During the 2019-2020 school year, students in grade 10 will show evidence of achievement in Mathematics as measured by an increase in Students Average Composite Scaled Score from a baseline of 507.8 according to the District Achievement Distribution by Year Mathematics Report (PE305) in Edwin Analytics.

Grade 10 2018 2019

CPI

92.6

Advanced

53%

Proficient

29%

Needs Improvement

12%

Warning/Failing

6%

Exceeding Expectations

18%

Meeting Expectations

41%

Partially Meeting Expectations

34%

Not Meeting Expectations

7%

Average Scaled Score

507.8

N Students

652 670

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High School STE MCAS Goal for 2019-2020

The district will show evidence of improvement by a 2% increase of students earning scores of proficient and advanced (from a base of 74%) on the grade 10 STE MCAS, as evidenced by the Spring 2020 Biology MCAS Results Report (PE303).

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Next Steps...

School Improvement Plans & Goals

  • Alignment of Goals

School Data

  • MAP Benchmark Assessment Results
  • Next Generation and Legacy MCAS Data
  • Accountability Reports

Parent/Guardian Communication

  • MCAS Achievement and MAP Growth Reports

Curriculum Highlights

  • Initiatives and Related Professional Development
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Curriculum Initiatives and Related Professional Development

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ELA K-2

Close Reading for Primary Grades - 10/9, 1/16, 1/17, 1/23, 1/24

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ELA 3-5

Text-Based Writing Groups

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ELA 3-5

Close Reading Peer Coaching and Observation Study Groups

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ELA 6-8

Tutorial for ELA Grades 6-8 Pacing Guides, Curriculum Units and Writing Assessments Tutorial for Using Curriculum and Pacing Guide

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QPS Girls Rising Initiative

  • Grade 8 ELA Curriculum Units
  • Save the Date: May 27, 2020
  • *New* Elementary connection

○

Montclair’s Girls On the Run

  • *New* High School connection

○ Girls Rising Club at QHS

Girl Rising uses the power of storytelling to shine a light on injustice and ignite change.

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Science and Technology/Engineering 3-12

1. Teachers will collaborate within school and district STE teams to identify high need areas and develop lessons and assessments targeting student understanding. 2. Teachers will prepare students for the 2020 science MCAS with a specific focus on next generation selected and constructed response question types. 3. Teachers will design learning experiences with phenomena, an observable event that can be investigated and explained by students, as a scientist or engineering would, using evidence from STE knowledge and skills.

Phenomena taps into students’ natural desire to make sense of their world. This approach encourages students to

  • bserve natural phenomena, such as a rising

tide or a glass shattered by sound. They can then investigate why it occurs. Students learn this is how scientists and engineers find answers through reasoning and inquiry. Surface Swimming Camels or Shadows?

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Science 3-5

1. Teachers will implement Pearson Elevate Science text, equipment kits, and Realize Science online curriculum in all science courses grades 3-5 (Year 2). 2. Teachers will plan a trimester one and two science showcase for students to solve challenging problems and demonstrate critical and creative thinking for all grade 5 students.

Grade 5 Science Showcases

  • Directly aligns to student work within the STE

framework over the course of a trimester

  • Participate in personalized learning that leads to

increased student motivation, engagement, and self-confidence

  • Demonstrate critical and creative thinking
  • Solve challenging problems, improve research

writing, and public speaking skills

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Science 6-8

1. Teachers will refine formative and summative assessments, made up of multiple sources of evidence, to better measure student understanding. 2. Teachers will provide opportunities for students to demonstrate science and engineering practices by designing and conducting investigations, creating

  • r using scientific models, and making decisions on

how to analyze data. (Also HS action step) 1. Science and Engineering Practices 2. Teachers will implement Pearson Biology text and Realize online curriculum for all grade 9, 10, and AP Biology courses (year 2)

Science 9-12

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Technology/Engineering 6-12

  • Project Lead The Way curriculum near full

implementation 6-12

  • 2019-2020: 1 HS (EDD) and 1 MS (CSIM)

course added

■ 2020-2021, 1 MS course will be added to achieve full pathway

2019 MA STEM Week See Yourself in STEM

Challenge: Zero Waste 3-5: Solar Energy 6-8: Plastic Waste 9-12 E- Waste

✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔

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Mathematics K-2

Site-based PD days - Focus on Daily Math Thinking Routines and needs of individual schools. Voluntary PD afternoon with Greg Tang Book study with Math Interventionists

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Mathematics 3-5

Math teachers will partner with the Digital Literacy teacher to bridge the gap between paper/pencil assessments and the MCAS online exam. Site-based PD days - Focus on Daily Math Thinking Routines and needs of individual schools. System wide PD on Build It centers PD day with Greg Tang

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Mathematics 6-8

Teachers will continue with the coaching/co-teaching initiative with Molly Vokey and Kim Quinn System wide PD days with focus on Access and Equity in the Math Classroom Site-based Follow Up PD to the system wide days. Big Ideas Digital Platform Training

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Next Steps...

Thank you!

Teaching and Learning Sub-Committee Meetings 2019-2020

  • Program Improvement Plans
  • School Improvement Plans
  • Curriculum and Assessment Team Updates