Franklin Public Schools MCAS Presentation

1. Franklin Public SchoolsMCAS Presentation November 27, 2012 Joyce Edwards Director of Instructional Services

2. Agenda • Introduction • Federal Waiver for Massachusetts • CPI and PPI • Accountability Data and Status • Franklin PPI Data and Indicators • Exam Summary and P+ • Growth • Focus Areas • Curriculum Plans

3. Federal Waiver • Massachusetts was granted a waiver from some NCLB requirements in February 2012 • Rising targets associated of Adequate Yearly Progress-AYP unhelpful in identifying school and districts in need of support • Begins with the 2012-2013 school year

4. Federal Waiver • Continued commitment to high standards and expectations • NCLB goal of 100 percent of all students reaching proficiency by 2013-2014 school year is replaced • Goal now is to reduce proficiency gaps by half • Achieve goal by the end of the 2016-2017 school year

5. Federal Waiver • NCLB status labels eliminated • Districts and schools placed into one of five state designated Accountability and Assistance Levels. • Report progress using a new 100 point system called the Progress and Performance Index (PPI) instead of Adequate Yearly Progress (AYP) • Focus on subgroup performance now includes a new “high needs” subgroup

6. CPI • Composite Performance Index (CPI) is the baseline indicator for aggregate performance • CPI score becomes the baseline score for the next year • CPI is calculated for ELA, Math and Science • Uses 100 point index • Used to calculate Progress and Performance Index (PPI)

7. PPI • Replaces Adequate Yearly Progress (AYP) • Determines accountability levels of districts, schools, and subgroups • Includes student achievement in ELA, Math, and Science • Incorporates growth and improvement as measured by the Student Growth Percentile (SGP) • High school includes dropout and graduation rates • PPI status based on progress and performance annually as well as cumulatively • Cumulative calculation is based on four years of data

8. PPI • PPI calculations for state, district, school, and subgroup levels • Reports aggregate and subgroups • High needs students are considered to be students who belong to at least one of these subgroups: • students with disabilities • English language learners • economically disadvantaged students

9. PPI • Further subgroup reporting includes: • African American/Black students, • Asian students • Hispanic/Latino students • White students • Multi-race Non-Hispanic/Latino students • Native Hawaiian/Pacific Islander students • Native American students

10. PPI • PPI is constructed by using seven core indicators • Awarded up to 100 points for each indicator • Can earn a maximum of 700 points • Points earned based on the progress from one year to the next : • 100 (Above Target) • 75 (On Target) • 50 (Improved Below Target) • 25 (No Change) • 0 (Declined)

11. PPI • Indicators used are: • ELA Achievement (based on CPI) • Mathematics Achievement (based on CPI) • Science Achievement (based on CPI) • ELA Growth/Improvement (based on median SGP) • Mathematics Growth/Improvement (based on median SGP) • Cohort Graduation Rate • Annual Dropout Rate

12. Accountability Status • District is a Level 2 • Based on category of lowest school • All Franklin schools are all either Level 1 or Level 2

13. Accountability Status • Level 1 schools: • Franklin High School • Annie Sullivan Middle School • Parmenter Elementary School • Kennedy Elementary School • Helen Keller Elementary School

14. Accountability Status • Level 2 schools: • Remington Middle School • Horace Mann Middle School • Jefferson Elementary School • Oak Street School • Davis Thayer Elementary School

15. PPI extra credit points were earned for: • Academic achievement in ELA, Math, and Science • Increasing number of students who scored in the advanced category • Decreasing number of students scoring in the Warning category • On target student growth percentages • High graduation rates • Low dropout rates Franklin Indicators • PPI extra credit points were earned for: • Academic achievement in ELA, Math, and Science • Increasing numbers of students who scored in the advanced category • Decreasing number of students scoring in the Warning category • Student growth percentages • High graduation rates • Low dropout rates

16. Exam Summary Analysis • Franklin students continue to outperform students across the state • On every MCAS test over 90% of Franklin students passed • Some tests showing passing rates of 99%

17. P+ Analysis • P+ is percentage of students achieving in the Advanced and Proficient categories • Significantly outperformed state results on all 17 tests • High School all over 90% • ELA continues to be stronger than math but gap narrowing • Will continue to focus on subgroups as well as aggregate

18. Growth Model • SPG Range Growth Description • 1-39 Lower Growth • 40-60 Moderate/Typical Growth • 61-99 Higher Growth • Growth model is another method to evaluate performance • Measures progress by tracking scores from one year to next • Intended to be used in conjunction with the MCAS achievement levels • Student growth percentile (SGP) is calculated using two or more years of MCAS data. • Growth for students is measured by comparing changes with that of their “academic peers.” • Academic peers are students in the state who have the same MCAS performance history

19. Focus Areas • Data analyses, program and curricular review and changes, professional development are part of increased student achievement at all levels • Teachers meet by grade level (building-based and district-wide) to analyze MCAS data • Use data to inform instruction • Collaborate on improving student performance and instructional practice

20. Focus Areas • Must continue to align to the new Massachusetts Frameworks • Significant shifts in ELA and Math content and practices • Mastery demands increase in proficiency levels at lower grades • Targeted MCAS support work with identified students

21. Curriculum Plans • Keys to Literacy at middle schools • Multi-year implementation of literacy programs for elementary: • Reader’s Workshop • Writer’s Workshop • Fundations

22. Curriculum Plans • Curriculum mapping • articulation of all units taught in core courses and grades in Franklin • Will be valuable tool for staff and families • Parallels necessary alignment to the new Massachusetts Curriculum Frameworks in Math and ELA • Alignment is essential to meet the required standards as mandated by the state and as tested by MCAS • Will encompass instructional changes as well as content changes

23. Curriculum Plans • Professional development: • building internal capacity for curriculum leadership • graduate courses • content and instructional workshops • instruction in the use of technology • professional learning communities • use of consultants in Math and ELA • .

24. MCAS testing will change to reflect adoption of the new Massachusetts Curriculum Frameworks • MCAS testing to be phased out by 2015 • Massachusetts is part of a 24 state consortium • Developing the next generation of assessments Future of MCAS • MCAS testing will change to reflect adoption of the new Massachusetts Curriculum Frameworks • MCAS testing will be phased out by 2015 • Massachusetts is part of a 24 state consortium developing the next generation of assessments-PARCC

25. PARCC • The Partnership of Readiness for College and Careers (PARCC) design will incorporate four features to improve the quality and usefulness of large-scale assessments • Be anchored in college and career readiness, • Enable deeper and richer assessments, • Measure learning and provide information on student progress throughout the school year, and • Provide timely results. • Will include performance based testing and summative testing • Will be done electronically