Transcript Franklin Public Schools MCAS Presentation

Franklin Public
Schools
MCAS
Presentation
November 27, 2012
Joyce Edwards
Director of Instructional Services
Agenda
• Introduction
o Federal Waiver for Massachusetts
o CPI and PPI
• Accountability Data and Status
o Franklin PPI Data and Indicators
o Exam Summary and P+
o Growth
• Focus Areas
• Curriculum Plans
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
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
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
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)
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
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:
o students with disabilities
o English language learners
o economically disadvantaged students
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
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 :
o
o
o
o
o
100 (Above Target)
75 (On Target)
50 (Improved Below Target)
25 (No Change)
0 (Declined)
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
Accountability Status
• District is a Level 2
• Based on category of lowest
school
• All Franklin schools are all either
Level 1 or Level 2
Accountability Status
• Level 1 schools:
•
•
•
•
•
Franklin High School
Annie Sullivan Middle School
Parmenter Elementary School
Kennedy Elementary School
Helen Keller Elementary School
Accountability Status
• Level 2 schools:
•
•
•
•
•
Remington Middle School
Horace Mann Middle School
Jefferson Elementary School
Oak Street School
Davis Thayer Elementary School
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
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%
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
Growth Model
•
•
•
•
•
SPG Range
1-39
40-60
61-99
Growth Description
Lower Growth
Moderate/Typical Growth
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
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 (buildingbased and district-wide) to analyze MCAS
data
• Use data to inform instruction
• Collaborate on improving student
performance and instructional practice
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
Curriculum Plans
• Keys to Literacy at middle schools
• Multi-year implementation of literacy
programs for elementary:
o Reader’s Workshop
o Writer’s Workshop
o Fundations
Curriculum Plans
• Curriculum mapping
o articulation of all units taught in core courses
and grades in Franklin
o Will be valuable tool for staff and families
o Parallels necessary alignment to the new
Massachusetts Curriculum Frameworks in
Math and ELA
o Alignment is essential to meet the required
standards as mandated by the state and as
tested by MCAS
o Will encompass instructional changes as well
as content changes
Curriculum Plans
• Professional development:
o building internal capacity for
curriculum leadership
o graduate courses
o content and instructional workshops
o instruction in the use of technology
o professional learning communities
o use of consultants in Math and ELA
• .
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
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
o Be anchored in college and career readiness,
o Enable deeper and richer assessments,
o Measure learning and provide information on student progress throughout
the school year, and
o Provide timely results.
• Will include performance based testing and
summative testing
• Will be done electronically