Spring 2018 MCAS Medway Public Schools, School Committee, November - - PowerPoint PPT Presentation

Spring 2018 MCAS

Medway Public Schools, School Committee, November 1, 2018

Tonight’s Goal

• Provide a data informed context for

identified areas of focus to enhance teaching and learning.

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Agenda

• Context setting
• New Accountability Formula Highlights
• Medway’s Accountability Results
• MCAS Measures of Student Performance
• Medway’s Student Performance Highlights
• Next Steps

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Source: Using Data to Improve Learning for All, Love, N., 2008.

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Next Generation MCAS: Points of Importance

• MCAS results are only one measure of a child's growth and achievement.

A child's teacher can speak more broadly about a child's academic growth and about his or her social and emotional development.

• In most subjects and grades, fewer students scored Meeting or Exceeding

Expectations than scored Proficient or Advanced in previous years. This does NOT mean that students learned less; it reflects the fact that the Next-Generation MCAS measures more rigorous standards in a different way.

• In general, the new standards for Meeting Expectations are at least as

rigorous as the legacy standards for reaching the Proficient level.

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2018 MCAS Assessment Notes

• 2018 accountability information should not be

compared to prior years

○ Different comparison “universe” ○ Inclusion of additional indicators ○ Fewer years of data used in calculation ○ Computer vs. paper based assessment

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Accountability

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Accountability is A Complicated Formula Based On...

• Criterion referenced elements
• Norm referenced elements (accountability percentile)
• School, grade level and content specific targets set for several

accountability indicators - based on 2017 data

• 50% weight based on all students; 50% weight based on the

lowest performing 25% of students*

• Different weights for different indicators

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*Lowest performing 25% determined based on 2 years of enrollment within one school

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Massachusetts’ Accountability Indicators – Grades 3-8

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Indicator Measure Achievement

• English language arts (ELA) average scaled score
• Mathematics average scaled score
• Science achievement (Composite Performance Index (CPI))

Student Growth

• ELA mean student growth percentile (SGP)
• Mathematics mean SGP

English Language Proficiency

• Progress made by students towards attaining English language

proficiency (percentage of students meeting annual targets required in

• rder to attain English proficiency in six years)

Additional Indicator(s)

• Chronic absenteeism (percentage of students missing 10 percent or more
• f their days in membership)

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Weighting of indicators in Grades 3-8

Indicator Measures 2018 Weighting With ELL No ELL Achievement

• ELA, math, & science achievement values

(based on scaled score) 60% 67.5% Student Growth

• ELA/Math Student Growth Percentile (SGP)

20% 22.5% English Language Proficiency

• Progress made by students towards attaining

English language proficiency 10% Additional Indicators

• Chronic absenteeism

10% 10%

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Massachusetts’ Accountability Indicators – high schools

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Indicator Measure

Achievement

• English language arts (ELA) achievement (Composite Performance Index (CPI))
• Mathematics achievement (CPI)
• Science achievement (CPI)

Student Growth

• ELA mean student growth percentile (SGP)
• Mathematics mean SGP

High School Completion

• Four-year cohort graduation rate
• Extended engagement rate (five-year cohort graduation rate plus the percentage of students still enrolled)
• Annual dropout rate

English Language Proficiency

• Progress made by students towards attaining English language proficiency (percentage of students meeting

annual targets required in order to attain English proficiency in six years) Additional Indicator(s)

• Chronic absenteeism (percentage of students missing 10 percent or more of their days in membership)
• Percentage of 11th & 12th graders completing advanced coursework (Advanced Placement, International

Baccalaureate, dual enrollment courses, &/or other selected rigorous courses)

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Weighting of indicators in high schools

Indicator Measures 2018 Weighting With ELL No ELL Achievement

• ELA, math, & science achievement

40% 47.5% Student Growth

• ELA/Math Student Growth Percentile (SGP)

20% 22.5% High School Completion

• Four-year cohort graduation rate
• Extended engagement rate
• Annual dropout rate

20% 20% English Language Proficiency

• Progress made by students towards attaining English

language proficiency 10% Additional Indicators

• Chronic absenteeism
• Percentage of students completing advanced

coursework 10% 10%

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Criterion-referenced component

• Points assigned based on progress toward target for each indicator, for

both the aggregate (all students) & the lowest performing students

Declined No change Improved Met target Exceeded target 1 2 3 4

Targets for the 2018 MCAS were created based on

• ur students’ 2017 MCAS performance

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Categorization of schools

Schools without required assistance or intervention (approx. 85%) Schools requiring assistance or intervention (approx. 15%)

Schools of recognition

Schools demonstrating high achievement, significant improvement, or high growth

Meeting targets

Criterion-referenced target percentage 75-100

Partially meeting targets

Criterion-referenced target percentage 0-74

Focused/targeted support

• Non-comprehensive

support schools with percentiles 1-10

• Schools with low

graduation rate

• Schools with low

performing subgroups

• Schools with low

participation

Broad/ comprehensive support

• Underperforming

schools

• Chronically

underperforming schools Notes:

• School percentiles & performance against targets reported for all schools

2018: Performance against targets reported in 2 categories (meeting & partially meeting 2019: Performance against targets reported in 3 categories (meeting, partially meeting, & not meeting)

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Accountability Categorizations for Medway

• Burke-Memorial Elementary School: Partially Meeting

Targets; 78 Accountability Percentile

• Medway Middle School: Partially Meeting Targets;

72 Accountability Percentile

• Medway High School: Partially Meeting Targets;

84 Accountability Percentile

2018 “Next Generation” MCAS Performance Highlights (Grades 3-8)

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“Next Generation” MCAS Achievement Levels

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• Gr. 3-8 English Language Arts Growth

• Gr. 3-8 English/Language Arts Regional Achievement

Comparisons

M+

Account ability%

M +

Accounta bility%

M+

Accou ntabili ty%

M +

Accoun tability %

M+

Accou ntabilit y%

M+

Accou ntabilit y%

Medway

Hopkinton Holliston Ashland Medfield Westwood Natick

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Grade 3-8 ELA Areas of Strength and Opportunity

Strengths

• Integration of knowledge and ideas

in reading standards (Gr 4,6)

• Conventions of standard English (Gr

5,6,8)

• Text Types and Purposes (Gr 3,4,5)

Opportunities

• Idea development in all types of

essay writing (Gr 6-8)

• Craft and Structure (Gr 3,4,5)
• Integration of ideas (Gr 3,4,5)
• Vocabulary and Use (Gr 5)

(10 or more percentage points higher than the state) (less than 10 percentage points higher than the state)

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• Gr. 3-8 Mathematics Growth

• Gr. 3-8 Mathematics Regional Achievement

Comparisons

District

• Gr. 3
• Gr. 4
• Gr. 5
• Gr. 6
• Gr. 7
• Gr. 8

M+

Accoun tability %

M+

Accou ntabilit y %

M+

Accou ntabilit y %

M+

Accoun tability %

M +

Accoun tability %

M+

Accou ntabili ty %

Medway

Hopkinton Holliston Ashland Medfield Westwood Natick

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Grade 3-8 Mathematics Areas of Strength and Opportunity

Strengths

• Geometry (Gr 5)
• Number and Operations - Fractions (Gr 4)
• Number and Operations in Base Ten (Gr

3, 5)

• Solving multi-step problems in real world

context (Gr 6-8)

• Statistics and Probability-drawing

inferences about a population(s) (Gr 6-8)

Opportunities

• Identifying/writing equivalent expressions

(Gr 3-5)

• Short answer (Gr 4)
• Understanding congruence and similarity

after series of transformations using new

• nline platform (Gr 8)

(less than 10 percentage points higher than the state) (10 or more percentage points higher than the state)

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2018 “Legacy” MCAS Performance Highlights

(Grade 5, 8, and 9 Science, Grades 10 ELA and Math)

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“Legacy” MCAS Achievement Levels

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• Gr. 5,8 Science Regional Achievement Comparisons

District

• Gr. 5
• Gr. 8

P+ P+

Medway

64 43

Hopkinton

72 69

Holliston

65 54

Ashland

62 57

Medfield

64 36

Westwood

80 59

Natick

72 52

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Grade 5, 8 Areas of Strength and Opportunity

Strengths

• Technology and

Engineering

• Life Science (5th)

Opportunities

• Results indicative of

alignment issues

• Implementation of new

science resource (6-8)

• Expansion of PLTW (K-4)

(10 or more percentage points higher than the state) (less than 10 percentage points higher than the state)

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Grade 9-10 Regional Achievement* Comparisons

District ELA Proficiency Math Proficiency Science Proficiency Accountability Percentile

Medway

98 92 88

84%

Hopkinton

100 96 96

97 % Holliston

97 91 91

88% Ashland

95 92 91

70% Medfield

97 96 94

96% Westwood

98 96 94

93% Natick

97 91 92

71 %

*combines the % of students at Proficient/Meeting Expectations levels of performance

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Grade 10 Student Growth - 3 year review

2016 2017 2018

Grade 10 ELA 64 62 53.5

• Gr. 10 ELA / High

Needs or Lowest 25% 59.5 37 48.4 Grade 10 Math 47.5 39 56.3

• Gr. 10 Math High

Needs or Lowest 25% 39 42 51

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Less than 40 40-49 50 +

• Gr. 9-10 Areas of Strength and Opportunity

Mathematics

Strengths:

• Solving real-life problems

using numerical, algebraic and geometric equations

• Consistently exceed state in

every math standard Opportunities:

• Continue to focus on

improving lowest 25% scores by providing necessary supports and instruction

• Continue to integrate

Interpreting Categorical and Quantitative Data

English/Language Arts

Strengths:

• Consistent growth in

physics in both aggregate and high needs subgroup Opportunities:

• The integration of science

practice standards in Biology

• Connecting curriculum to

the student lives

• Transition to Biology in
• Gr. 9

Science

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Strengths:

• Consistent high level

achievement: 98% Proficient and above

• Exceed state in every

ELA standard Opportunities:

• Responding to

potential instructional shifts as a result of Next Generation ELA MCAS

Next Steps

• Several focused curriculum and instruction improvement efforts already

underway: ○ Teacher leader reorganization to vertical, content area focused roles ○ New Grade 6-8 Science resource adoption ○ Continued Science standards transition work, grades K-2 and 3-5 ○ Transition to Grade 9 Biology ○ Co-teaching self study and focused action plan ○ 2017-2018 Mathematics Curriculum Review findings ○ iReady diagnostic and online intervention ○ Additional math interventionist in grades 2-4 ○ Focus on small group instruction within K-5 Math and ELA

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Questions?

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