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MCAS Spring 2013 Results

MCAS Spring 2013 Results. Melrose Public Schools Melrose Veterans Memorial Middle School October 2013. English Language Arts. Proficient: Student scoring between 240-258 scaled score Advanced: Student scoring above 260 scaled score

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MCAS Spring 2013 Results

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  1. MCAS Spring 2013 Results Melrose Public Schools Melrose Veterans Memorial Middle School October 2013

  2. English Language Arts Proficient: Student scoring between 240-258 scaled score Advanced: Student scoring above 260 scaled score Composite Performance Index (CPI): assigns 100, 75, 50, 25, or 0 points to each student based how close they came to scoring proficient or advanced. The CPI is calculated by dividing the total number of points by the number of students in the group.

  3. Grade 6-12 ELA % of Students at Proficiency or Above

  4. Grade 6-8 ELA CPI for All Students

  5. Grade 6-8 ELA CPI for High Needs Subgroup

  6. Grade 6-8 ELA CPI for Low Income Subgroup

  7. Grade 6-8 ELA CPI for Students with Disabilities

  8. Grade 6-8 ELA: Strengths • Increase in the CPI for students in the high needs, low income, and students with disabilities subgroups in grades 7 and 8. • The % of students at Advanced and Proficient increased from grades 6-10 when viewed as a cohort through the grades.

  9. Grade 6-8 ELA: Areas of Need • Decrease in CPI in grade 6 for the subgroups of high needs, students with disabilities, low income subgroup. Decrease in CPI for all students at grade 6. • Decrease in number of students at Advance/Proficient at grade 6 and grade 8.

  10. Grade 6-8 ELA: Area of Need • Open response as a question type at all grades represents a need when compared to multiple choice questions.

  11. Grade 6-8 ELA: Area of Need • Key Ideas and Details in 6th grade declined from 2012-2013 and is below grade 7-8 • At grades 7-8, Key Ideas and Details is the only reading standard below 80%

  12. Grade 6-8 ELA: Area of Need • Grade 7 Writing Anchor Standard continues to be an area of need and has not improved from 2012 to 2013

  13. Grades 6-8 ELA: Action Plan • Fully implement writing curriculum units aligned to the MA Curriculum Frameworks for grades 6-8. • Implement tiered system of supports using literacy data. Implement best practices to support student needs as identified by assessments. • Focus on the identification of main and supporting ideas while reading informational texts using school wide protocols for annotation of text, two-column notes, and summary writing. • Employ open response questions across the content areas to provide further practice for this writing skill.

  14. Grade 6-8 ELA: Action Plan • Implement two-column note-taking strategy school wide to increase non-fiction reading across all content areas. • Use dialectical journals in ELA with narrative and informational texts to increase student/text engagement. • Use literature circles for classroom reading to increase student discussion about text. • Increase amount of nonfiction text read across all content areas.

  15. Mathematics Proficient: Student scoring between 240-258 scaled score Advanced: Student scoring above 260 scaled score Composite Performance Index (CPI): assigns 100, 75, 50, 25, or 0 points to each student based how close they came to scoring proficient or advanced. The CPI is calculated by dividing the total number of points by the number of students in the group.

  16. Grade 6-8 Math % of Students at Proficiency or Above

  17. Grade 6-8 Math CPI for All Students

  18. Grade 6-8 Math CPI for High Needs Subgroup

  19. Grade 6-8 Math CPI for Low Income Subgroup

  20. Grade 6-8 Math CPI for Students with Disabilities

  21. Grade 6-8 Math • Grade 7 saw an increase in the % correct for short answer and Grade 6 saw an increase in the % correct for open response questions from 2012 to 2013. • Decreases in Grade 6,7, and 8 correspond to decreases at the state. No values were below the state.

  22. Grade 6-8 Math • The number of Proficient and Advanced students in all grades increased or remained the same for all grades. • In 7th grade, students scored above the state on every domain and strand most of which were at least 3 points above the state.

  23. Grade 6-8 Math: Strengths • Improvement in several domains and clusters.

  24. Grade 6-8 Math: Areas of Need • Several domains/clusters remain areas of need.

  25. Grade 6-8 Math: Areas of Need • In 6th grade, fewer than 50% of students answered the one question on multiplication and division of fractions correctly. • In 6th grade, the percentage of students scoring correctly on the short answer questions decreased. • In 7th and 8th grade, the percentage of students scoring correctly on the open response questions decreased.

  26. Grades 6-8 Math: Action Plan • Implement math EnVision program in grade 6 aligned to new Massachusetts Curriculum Frameworks. Provide professional development and support implementation of the program. • All grades will incorporate additional practice with open response and short answer questions and provide students with feedback.

  27. Grade 6-8: Action Plan • Intervention classes have been created to provide students with targeted intervention on specific foundation skills, such as multiplying and dividing fractions and geometry • During these classes, use the Assessment and Reporting Online System (ARO) program to identify specific foundational skills that need development. Use the data to prioritize areas of need, monitor student’ progress, and measure student growth. • Implement Math Navigator Common Core. This program is broken into 26 modules of foundational and algebraic skills students need to develop proficiency with in order to be successful in math.

  28. Grades 6-8 Math: Action Plan • Provide professional development and support implementation of the Intervention program. • Fully align our curriculum to the new MA 2011 frameworks. • Analyze the MCAS data as a department to identify areas of strength and weakness to inform curriculum and instruction. • Use new textbook resources in grade 6 to support the implementation of the MA 2011 curriculum.

  29. Science Proficient: Student scoring between 240-258 scaled score Advanced: Student scoring above 260 scaled score Composite Performance Index (CPI): assigns 100, 75, 50, 25, or 0 points to each student based how close they came to scoring proficient or advanced. The CPI is calculated by dividing the total number of points by the number of students in the group.

  30. Grade 6-8 Science

  31. Grades 6-8 Science CPI

  32. Grade 8 Science: Strengths • A modest increase in CPI for all students which represents a trend over the past five years from 70.6 to 78.7. • The strands of earth/space science and technology/engineering are strengths when compared to physical and life sciences.

  33. Grade 8 Science: Areas of Need • The CPI for students with high needs including those with special needs and those from low income families decreased. • While a modest improvement was seen in the percent of points earned on open response, this remains an area of need.

  34. Grade 8 Science: Action Plan • Science and Technology Department members will analyze the MCAS data to identify areas of strength and weakness to inform curriculum and instruction. • Provide direct instruction to students in identifying key ideas and supporting details from text and responding to written prompts that are content-specific. • Utilize a computer-based review program throughout the school year during 8th grade to reinforce topics covered in 6th and 7th grades. • Modify the exploratory block to provide students with increased opportunities for reading, writing, and research.

  35. Grade 6-8 Science: Action Plan • Teachers will pilot new textbook resources in advance of purchasing new resources once the new science standards are released. • Provide professional development for teachers in the scientific and engineering practices while planning for the full implementation of the new science standards beginning during the school year of 2014. • Provide professional development and support for teachers to increase instructional strategies for teaching students from a variety of backgrounds (DCAP).

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