Transcript MIE 2012-2013 EOG Results

MIE 2012-2013 EOG Results
SLT Presentation
November 14, 2013
Agenda
 New test context – Common Core
 Data results
 What happened?
 What’s next? - Action Plan
 Questions, comments
MIE – Record of Success
 Met or exceeded growth standards every year of the school’s
existence
 High growth for the past three years
 78.6% proficient in 2011-2012 – close to ABC School of
Distinction – 54% Economically Disadvantaged
 Years of steady growth with all sub-groups despite population
change, re-normed tests
Common Core State Standards – NC Essential
Standards
 The 2012-13 EOG and EOC tests were the first to reflect the new Common Core State
Standards for English/Language Arts and Math and North Carolina Essential Standards
for other subject areas. These standards set a new benchmark for what students are
expected to know to graduate college- and career-ready.
 The new standards and the assessments that measure them are more challenging and
more demanding of our students. They ask students to demonstrate higher-level
thinking and reasoning skills to better prepare them to succeed in tomorrow’s global
workplace.
 In the past, proficiency standards only addressed what students needed for success at the
next grade level. The new proficiency standards address how ready students are for
college and careers, and whether students are on track to be ready by high school
graduation.
 Forty five states and the District of Columbia have adopted the CCSS, reflecting a
national commitment to ensuring all students graduate college- and career-ready.
 When states transition to higher standards, it is common for proficiency scores to drop
dramatically as compared to previous years. It doesn’t mean that students learned less
or lost ground.
Common Core State Standards – NC Essential
Standards
 The new scores cannot be accurately compared to the old ones because the tests, the
standards and the proficiency requirements are different. We expect students to reach
higher levels of learning than ever before and the scores set a new benchmark for
learning.
 The transition to new benchmarks, while difficult, is necessary to better prepare our
students for college and to compete for jobs in tomorrow’s global workplace.
 We expect that as students become more familiar with the new standards, we will see
improvements in test scores. That is the pattern we have seen in the past when North
Carolina raised standards and expectations.
 We knew these new tests would be particularly difficult for our economically
disadvantaged population
2012-2013 MIE EOG Data
Subject
CMS
MIE
Difference
Reading 3
46.6
35.2
-11.4
Reading 4
45.4
42.7
-2.7
Reading 5
40.5
28.9
-11.6
Reading
35.2
Math 3
50.0
40.7
-9.3
Math 4
51.7
54.4
+2.7
Math 5
51.1
37.2
-13.9
Math
43.8
Science 5
47.3
23.1
-24.2
2012-2013 MIE EOG Data
 MIE Composite Score – 36.9%
 EVAAS Growth Status – Not Met
 Met Expected Growth in 4th Grade Reading
 Exceeded Growth in 4th Grade Math
 Did not meet Expected Growth in 5th Grade Math,
reading and Science
 2012-2013 scores are a BASELINE – they do not affect
students’ grades or placement
EVAAS?
 Education Value-Added Assessment System
 SAS Institute based in Cary, N.C.
 EVAAS is a statistical analysis of student assessment data, such as the
EOG and EOC assessments, over time. It provides districts and their
schools with growth data to consider, in addition to achievement
data. This lens of measuring student learning provides educators
with information to help ensure they are meeting the academic
needs of cohorts of students, as well as individual students.
 EVAAS value-added reporting is available through a web
application, which includes additional data and reporting so that
educators and administrators can gain additional insight into their
educational practices.
EVAAS?
 Value added data?
 Value-added is a statistical analysis used to measure the impact of
districts, schools and teachers on the academic progress rates of
groups of students from year-to-year. A value-added score is
calculated in the following manner:
 Growth = Current Achievement compared to all Prior
Achievement that is measured by a quality assessment, such as the
end-of-grade (EOG) or end-of-course (EOC) assessments.
 EVAAS data replaced the old NC ABC accountability model
 It’s important to know that only 4th and 5th grade EOG scores
count toward a school’s growth
What happened?
 New standards
 Balanced Literacy implementation
 RtI – MAP – all new
 Unknown – test, projected scores
 Historically proficiency scores increase from 3rd to 5th – reversed
this past year
 New classes in 3rd and 5th due to influx of new students
 4th Grade met and exceeded expectations
 5th Grade grossly underperformed
 New staff/leadership
 Difficult students – teacher/child/parent relationships
Leading Data Indicators
Grade
CASE % Proficient
3rd Reading
71.6
MAP
Spring 2013
55.0
EOG Result
3rd Math
71.6
39.0
40.7
4th Reading
67.4
49.0
42.7
4th Math
80.6
57.0
54.2
5th Reading
67.2
50.0
28.9
5th Math
63.6
42.0
37.2
5th Science
72.5
N/A
23.1
35.2
Conclusions
 Too heavy reliance on CASE data which had been
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reliable in the past – particularly in science
Unfamiliarity with utilizing MAP
MAP – Measures of Academic Progress
NWEA – Northwest Evaluation Association
MAP seems to be a better (but not perfect)
predictor for EOG performance
CASE data will be reconsidered
Action Plan
 We have a history of success – high academic achievement
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AND growth – 2012-2013 is a historical anomaly
5th Grade is reborn!
Better understanding and use of MAP – professional
development, individual student goals, progress reports,
conferences
Specifics –
Reading – Vicki Douvikas
Math – Joeie Puckett
5th Science – Christie Lyles
Reading Action Plan: Grade 3
Problem Statement: Our teachers’ data sources did not
align to provide a clear picture of our students’ performance
on the North Carolina End of Grade tests.
Our Goal: 3rd grade will increase their end of grade year
proficiency by 15% on the 2013-2014 North Carolina End of
Grade test.
Reading Action Plan: Grade 3
 Provide on grade level passages to ALL students
 Utilize MAP data to drive instruction and to determine growth of
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3rd grade students
Identify our lowest performing students, according to MAP
Utilize the learning lab for students to receive foundational skills
to increase reading achievement
Utilize formative assessments between benchmark windows to
determine student growth toward normative goals
Utilize TRC as mandated by state
Utilize CASE21 and the item analysis to identify deficits in
learning with the CCSS and depths of knowledge
Utilize RIT scores to determine which readiness skills are needed
to raise student achievement
Reading Action Plan: Grade 4
Problem Statement: Our teachers’ data sources did not align to
provide a clear picture of our students’ performance on the
North Carolina End of Grade tests.
Our Goal: 4th grade students will increase their proficiency on
the 2013-2014 North Carolina End of Grade test by 10%.
Reading Action Plan: Grade 4
 Identify our lowest students needing foundational reading skills
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according to MAP
Foundational literacy support will be provided in the areas of
fluency, vocabulary, and word work
Teachers will utilize RIT scores for students to determine
readiness skills which are aligned to CCSS and measures assessed
on MAP benchmark assessments
Progress monitor student learning between MAP benchmark
windows using DORF and DAZE assessments, along with
curriculum based measurements
Utilize CASE21 and the item analysis to identify deficits in
learning with the CCSS and depths of knowledge
Reading Action Plan: Grade 5
Problem Statement: Only CASE21 data in grade 5 was used to
determine proficiency for students on summative
assessments.
Our Goal: 5th grade will increase literacy scores on the North
Carolina End of Grade test by 15% for the 2013-2014 school
year.
Reading Action Plan: Grade 5
 Create ongoing formative assessments to measure student growth
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between benchmark windows on the MAP assessment
Identify the lowest performing students in reading and provide
additional literacy instruction in a learning lab setting
Students will receive instruction according to their RIT score
Student growth will be measured using DORF/DAZE and
curriculum based measurements
Ensure all lessons are aligned to CCSS
Teachers will use CCSS verbs and nouns as part of daily
interactions
Utilize CASE21 and the item analysis to identify deficits in
learning with the CCSS and depths of knowledge
5th Grade Science
 Goal:
 70% or more of students will perform at a Level III or IV on the NC EOG Science test;
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100% of students will meet or exceed expected growth as measured by 2013-14 EVAAS
data.
Areas of Focus:
Planning and data-analysis—using EVAAS data, informal and formal assessment
data points in a systematic way
Focus on teacher instructional effectiveness—focusing on the quality of our
pedagogy and strategies used to teach content (i.e., reciprocal teaching, interactive notebooking, work products)—as well as student relationships and goal-setting
Differentiation—individualizing instruction for groups of students and drilling down
to individual student needs so that all students can successfully access content and be
challenged at their level
Collaboration and partnerships—working with other schools to identify best
practices that led to their success with teaching science; also, utilizing resources provided
through partnerships with community agencies (i.e., Mecklenburg County 4-H)
Action Plan
 MIE staff is proud – eager to reverse last year’s “bump in the
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road”
We will be better informed, better prepared and will be
successful in May
Communicate our message –WE HAVE A PLAN
2013-2014 will be our most successful year ever!
Questions/comments -