1 / 22

Welcome to the Principals’ Coffee November 13, 2008 Melissa D. Peterson Stephen S. Grenham

Welcome to the Principals’ Coffee November 13, 2008 Melissa D. Peterson Stephen S. Grenham. Agenda Parent/Teacher Conferences MCAS Questions and Answers. Parent/Teacher Conferences…..Before Talk with your child about his/her feelings toward school.

alda
Download Presentation

Welcome to the Principals’ Coffee November 13, 2008 Melissa D. Peterson Stephen S. Grenham

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Welcome to the Principals’ Coffee November 13, 2008 Melissa D. Peterson Stephen S. Grenham

  2. Agenda • Parent/Teacher Conferences • MCAS • Questions and Answers

  3. Parent/Teacher Conferences…..Before Talk with your child about his/her feelings toward school. Talk about the social relationships your child has with his/her peers. Talk about the classroom activities that go on during the day.

  4. Parent/Teacher Conferences…..During • Learn about your child’s progress. • Share your insights with your child’s teacher – the conference is the opportunity to hear from your child’s teacher, but it’s also a perfect time to share your perspective. • Discuss your child’s strengths and challenges. • Ask questions: How do I help at home?

  5. Parent/Teacher Conferences…..After • You should have a better understanding of your child’s: • Academic, social, and emotional development. • Strengths and areas of growth that are needed. • Special abilities. • When discussing the conference with your child afterward, stress the good things that were covered and be direct about the problems that were identified.

  6. Any Questions?

  7. 2008 MCAS Report

  8. What is MCAS? • Criterion referenced test • Combination of open response, short answer, long composition and multiple choice questions • Administered in grades 4, 8, and 10 from 1998-2000 • Test was expanded to include grades 3,5, 6, 7, and 9 in 2001

  9. MCAS Performance Levels • Advanced scores range from 260-280 • Proficient scores range from 240-259 • Needs Improvementscores range from 220-239 • Warningscores range from 200-219

  10. How Are AYP (Adequate Yearly Progress) Determinations Calculated? A + (B or C) + D = AYP A Participation Rate: 95% or greater participation in MCAS & MCAS-Alt B Performance: 85.4 or greater Composite Performance Index (CPI) in ELA (or) 76.5 or greater CPI in mathematics C Improvement: Meet or exceed Cycle IV Improvement Target (Specific to districts, schools, and subgroups) D Performance or Improvement on Additional Indicator: Grades 1-8: 92% or higher attendance rate, or 1% improvement over 2005

  11. State Performance Targets 2001-2014 100.0 95.1 90.2 85.4 92.2 80.5 75.6 84.3 70.7 76.5 ELA 68.7 Math 60.8 Current Cycle 53.0

  12. How is the Composite Performance Index Calculated? A school or district’s Composite Performance Index (CPI) is calculated by combining points generated by students who take the standard MCAS tests with points generated by students who take the MCAS-Alt. Points are calculated by determining, in each subject for each student group, the following: • The number of students who took standard MCAS testswho performed at each of the five proficiency levels and multiplying the number at each level times the proficiency index points associated with that level • The number of students who participated in the MCAS-Alt for reasons other than significant cognitive impairmentswho demonstrated performance equivalent to each of the five proficiency levels and multiplying the number at each level times the proficiency index points assigned to that level • The number of students with significant cognitive impairments who demonstrated performance at each of the five MCAS-Alt levels and multiplying the number at each level times the MCAS-Alt index points associated with that level. • The point totals from steps one, two and three above are added together and the sum is divided by the total number of students assessed (using standard MCAS tests and the MCAS-Alt.) • The result is a number between 0 and 100, which constitutes the district, school, or subgroup’s CPI for that subject and student group.

  13. Composite Performance Index (CPI) Composite Performance Index Results (CPI) CPI points are awarded to each student tested according to the tables below. Standard MCAS Performance Level Scaled Score CPI Pts. Advanced (A) 260-280 100 Proficient (P) 240-258 100 Needs Improvement (NI) 230-238 75 Needs Improvement (NI) 220-228 50 Warning (W) 210-218 25 Warning (W) 200-208 0

  14. Composite Performance Index (CPI) Composite Performance Index Results (CPI) CPI points are awarded to each student tested according to the tables below. Alternate Assessment Corresponding CPI Pts. Performance Level MCAS Level Advanced (A_A) A 100 Proficient (P_A) P 100 Needs Improvement (NIA) NI 100 Progressing (PRG) W 100 Emerging (EMG) W 75 Awareness (AWR) W 50 Incomplete Portfolio (INP) W 25

  15. Grade 3 - Mathematics Grade 3 - Reading Wrentham CPI = 89.1 Target= 76.5 Wrentham CPI = 89.5 Target=85.4

  16. Grade 4 – English Language Arts Grade 4 – Mathematics Wrentham CPI = 84.8 Target = 76.5 Wrentham CPI =87.9 Target = 85.4

  17. Grade 5 – Science and Technology CPI = 90.5 Grade 5 – English Language Arts Grade 5 - Mathematics CPI = 87.3 Target = 76.5 CPI = 93.2: Target = 85.4

  18. Grade 6 – Mathematics Grade 6 – English Language Arts Wrentham CPI = 96.2 Target = 85.4 Wrentham CPI = 89.2 Target = 76.5

  19. What does this all mean… • ELA performance level – Very High • Mathematics performance level – High • NCLB also requires test scores to be reported by student subgroup (Limited English Proficiency, Special Education, Low Income, & Race). Although we are “Very High” in English/Language Arts, our subgroup of “Special Education” did not make AYP for two consecutive years triggering a label of “Improvement – Year 1” for Special Education at the Roderick School.

  20. NCLB Accountability Status and Required Actions (District Level)

  21. Action Plan • Administration met to review scores, conduct item analysis of 2008 results and identify questions/curricula where our kids did not achieve 80%. Grade level meetings (PreK – 6) were held to share data trends. • Common Planning Time (ongoing) – teachers meet with their grade level colleagues once every seven days to discuss highly effective teaching strategies. • Grades K-6 develop goals to improve student writing skills across the curriculum (i.e. answering open response questions – both creatively and using information provided from a text and developing structured paragraphs that include topic sentences, details, and a clincher. • Identify students for before school tutoring model to support children and provide remediation. • Review expectations around curriculum compacting to continue to challenge our students.

  22. Any Questions? Our next Principal’s Coffee will be held on Thursday, January 15th at 8:30 a.m. Suggestions for possible topics are welcomed! We hope to see you there. Thank you for coming!

More Related