Transcript Document

Watertown Public Schools
Assessment Report 2009
Part I
MCAS, AYP, AMAO, SAT
Part II
ACT, AP, and Secondary curriculum assessments
Part III
MCAS Growth, MAP, and
Elementary curriculum assessments
Ann Koufman-Frederick
& WPS Administrative Council
School Committee Meeting
December 7, 2009
Assessment Inventory
• MCAS (Mass Comprehensive Assessment
System) & AYP
• AMAO (Annual Measurable Achievement
Objectives)
• SAT (Scholastic Aptitude Test)
• AP (Advanced Placement)
• ACT (American College Testing)
• MAP (Measures of Academic Progress)
• MCAS Growth
• Curriculum common assessments
MCAS Growth Model and Data
What is New?
New metric to measure growth in student
performance on MCAS (using same test
and same data)
Performance = achievement + growth
What is New?
Student Growth Percentile (SGP)
describes the change in an individual
student’s performance over time relative
to other students with similar test score
history
District and School growth data is public
now
Individual student data will be available for
2010
Why measure growth with MCAS?
Expand the notion of performance to
include both absolute achievement and
growth
Improve the validity of the decisions made
using MCAS results
Required for the National “Race to the
Top” funding because a main focus is on
data-driven instruction to improve student
performance
Quicktake
There are noticeable differences among
schools and among special populations.
On average Watertown performs close to
the State averages on proficiency and
growth data.
Next Steps Regarding Growth Data
Analyze growth data to understand the
differences in performance among
schools and special populations.
Understand how to use growth data to
inform instruction.
Understand how to use the growth data to
inform curriculum and program planning.
MAP
Measures of Academic Progress
Highlights of MAP Assessment (1)
• Nationally Normed
• Subjective vs Objective
• Provides Reading level in Lexiles
o more universal
• Aligned with MA Standards
Highlights of MAP Assessment (2)
• Impact on instruction
o Provide data for differentiated instruction
o Inform Tier 1 Core Curriculum Design
o Identify students for Tier 2 interventions
• On-going progress monitoring
o 3x per year
• Support placement & program design
o Student growth data
o Projective data
• Quick turn around
o Assessment result available the next day
Impact on Instruction
Data for Differentiated Instruction
Impact on Instruction
Inform Tier 1 Design
DesCartes
Identify Tier 2 Students
Identifying Tier 3 Students
Historical & Projected
Student Growth
Elementary MAP Planning
School Year
2008-2009
2009-2010
2010-2011
Reading
Kindergarten
Grade 1
Grade 2
Grade 3
WHS pilot
Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
WMS Grade 8
Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
WMS TBD
WHS TBD
Mathematics
WHS pilot
Grade 3
Grade 4
WMS Grade 8
WHS pilot expanded
Elementary TBD
WMS TBD
WHS TBD
Classroom Teacher. . .
“As a classroom teacher I see great benefits to the MAP data. It
truly targets the needs of the students, in regard to where they
are showing potential weakness as well as showing what they
already may know. As a teacher, I then can specifically target
and differentiate my instruction to best suit the children,
especially those with great need. I also find it very worthwhile to
see the improvement through the year. It validates my efforts.
However, in no way do I only use MAP data to guide my
teaching. It is one tool; a very worthwhile one at that. I use
everything I know about a child to find what best suits them and
their need or strength and to teach and enrich their learning…
Classroom Teacher (continued). . .
. . . I also feel that having the children assessed in this manner
lends me the opportunity to have more focused teaching time within
my day, especially at the beginning of the school year. Prior to
using MAP, I would spend hours of 1-1 assessment attempting to
gather the data that MAP gives me. This is now accomplished in a
few blocks of time in the computer lab. I still do some 1-1 pre/post
assessment to gather data on children, especially if I find that there
is a discrepancy with what MAP results may state and what the
child is doing/performing in the classroom. However, overall I spend
much less time out of my day(s) doing this and much more time
actively engaged with the children.”
Guidance Counselor
"The use of MAP is the tipping point of moving us away from
subjective single-source evaluation of student learning, to using
multiple data points for gauging children's progress. It forces us
to think about instruction more carefully and better understand
the purpose of interventions. Hopefully, we will do a better job
differentiating students who need more opportunities to learn
from those who have true learning barriers which require
specialized instruction."
Special Educator
“Using MAP data with teacher input, we were able to focus our
groups and instruction for the intervention and challenge periods
(grades K, 1). We also used the MAP subtests to monitor our
instruction. At the end of the year using the MAP data, we were
able to narrow down those students who were still at risk after
much tier 2 intervention.”
MAP Compared to MCAS
MAP
• Online and adaptive
• Scores available right away
• Individual growth data
• Target scores identified
• Scores aligned to concepts
and skills
• District and School growth
data for program planning
and accountability
• Assessment windows
defined by District
• Formative – benchmark
• Untimed
• 45-60 minutes per full
assessment
• 15 minutes per survey
assessment
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MCAS
Paper and pencil
Scores available the next
school year
Individual growth data
Proficiency levels for school
and district accountability
District and School growth
data for accountability
Assessment dates set by
State (much of May)
Untimed
Elementary Curriculum
Common Assessments
Think Math Common Assessments
Grade Four Math Pacing Guide
Fall Semester:
• Chapter Assessments 1-5
• MAP Math Survey with Goals
• Benchmark Assessment 1
Winter Semester:
• Chapter Assessments 6-10
• Benchmark Assessment 2
Spring Semester:
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Chapter Assessments 11-15
Benchmark 3
May: MCAS
MAP Math Survey with Goals
End of the Year Assessment
FASTT Math Common Assessments
Grade Level
Level of Assessment
2
Addition 0-12
3
Subtraction 0-12 or
Multiplication 0-12
Exit Criteria: Complete Division 0-12
Multiplication 0-12
Implementation based on assessment
Exit Criteria:
Completion Division 0-12
Division 0-12
Implementation based on assessments.
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5
Reading Common Assessments
Kindergarten – Third grade
Tier 1: All students, 3 times a year
• Measures of Academic Progress Reading
• High Frequency Word List
• Spelling Inventory
• Fluency Assessment
Tier 2: Any student not at grade level
• DRA2 Reading Assessment (Individual)
• MAP skills checklists
• Fundations Pre Assessment (grades 1,2)
Writing Common Assessments