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Franklin Public Schools MCAS Presentation

Franklin Public Schools MCAS Presentation. November 19, 2013 Joyce Edwards Director of Instructional Services. Agenda. Introduction CPI and PPI Accountability Data Exam Summary and P+ Growth Focus Areas Curriculum Plans PARCC . Introduction.

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Franklin Public Schools MCAS Presentation

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  1. Franklin Public SchoolsMCAS Presentation November 19, 2013 Joyce Edwards Director of Instructional Services

  2. Agenda • Introduction • CPI and PPI • Accountability Data • Exam Summary and P+ • Growth • Focus Areas • Curriculum Plans • PARCC

  3. Introduction • Goal is to reduce proficiency gaps by half by the end of the 2016-2017 school year • Districts and schools placed into one of five state designated Accountability and Assistance Levels. • Results determined using Composite Performance Index (CPI) and Progress and Performance Index (PPI) • Results in aggregate and subgroup (high needs)

  4. 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)

  5. PPI • 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

  6. 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

  7. 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

  8. 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

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

  10. Accountability Status • Level 1 schools: • Franklin High School • Kennedy Elementary School

  11. Exam Summary Analysis • Franklin students continue to outperform students across the state • On every MCAS test over 89% of Franklin students passed • Some tests showing passing rates of 98% • Overall: quite similar to last year

  12. Exam Results

  13. P+ Analysis • P+ is percentage of students achieving in the Advanced and Proficient categories • Significantly outperformed state results on all 20 tests • Performance over state averages as much as 21% points higher • ELA continues to be stronger than math but gap narrowing significantly • Will continue to focus on subgroups as well as aggregate • Overall: quite similar to last year

  14. P+ Results

  15. Growth Analysis • 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 • Typical and desired growth is 40-60%

  16. Growth Data

  17. 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

  18. Focus Areas • Alignment work continues to meet requirements of 2011 Massachusetts Frameworks in ELA and Math • Significant shifts in content and pedagogy • Development of local assessments to determine achievement and growth • Targeted MCAS support work with identified students

  19. Curriculum Plans • Expanded Keys to Literacy to include writing at the middle schools • High school training for the first time • Continuation of extensive PD for elementary math • Revision of elementary report cards in progress • Continued multi-year implementation of literacy programs for elementary: • Reader’s Workshop • Writer’s Workshop • Fundations

  20. 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 but building internal capacity • .

  21. 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 • Massachusetts is part of a multi-state state consortium developing the next generation of assessments • PARCC is the Partnership for the Assessment of Readiness for College and Careers • Tests are being field tested this year and piloted during the 2014-2015 school year • State will then decide whether or not to adopt PARCC testing to replace MCAS in ELA and Math as of 2016

  22. PARCC • Field Testing this year in 85% of MA schools including in Franklin • Some students will take a Performance Based Assessment (PBA) • Some students will take the End of Year (EOY)Assessment • Some students will take both • Some testing will be done electronically and some paper/pencil • Complete list of schools will be available in early December

  23. PARCC • Future decisions: • Will we choose to opt out of MCAS testing this year (where possible) to avoid double testing students? • Decision to be finalized when complete list of schools/grades/classes is available in December • Will only apply to students taking the PBA assessment • Will create data gaps for future analysis • There will be no district or student data for PARCC • Will we choose exclusively PARCC or MCAS next year? • As of now, the state is stating that districts will be able to make this choice • If PARCC-will create data gaps as there will not be historical data • If MCAS-will be data gaps with historical data if we opt some students out of MCAS tests this year

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