MCAS 2012Concord Public SchoolsConcord-Carlisle Regional High School

October 2, 2012

Overview• District Goals 2011-2012

• Test Administration

• Grade Level Performance

• Cohort Value Added

• District Actions

• DESE Accountability Data• Moving Forward: District Goals 2012-2013

District Goals 2011-2012Elementary Schools:

• 90% of students will achieve Advanced/Proficient in Grade 5 ELA MCAS through continued use of research based literary practices and the implementation of targeted instruction and intervention.

• 85% of students will achieve Advanced/Proficient in Grade 5 Math MCAS through continued use of research based math instructional practices and the implementation of targeted instruction and

District Goals 2011-2012

Middle School:

• 90% of students will achieve Advanced/Proficient in Grade 8 ELA MCAS through differentiated instruction strategies, targeted ELA interventions, and a focus on tasks that incorporate higher-level thinking.

• 80% of students will achieve Advanced/ Proficient in Grade 8 Math MCAS through implementation of revised curriculum and materials, differentiated instruction, targeted intervention and department-based strategies focused on increased engagement in tasks.

District Goals 2011-2012

High School:

• Maintain 100% Competency Determination for every graduating member of the Class of 2012 through the implementation of targeted instruction in ELA, Math Resource Center tutoring, and MCAS Biology Review class.

Test Administration• Grade 3 - ELA Reading Comprehension, Math• Grade 4 - ELA Reading Comprehension, Math• Grade 5 - ELA Reading Comprehension, Math

Science & Technology Engineering• Grade 6 - ELA Reading Comprehension, Math• Grade 7 - ELA Reading Comprehension, Math• Grade 8 - ELA Reading Comprehension, Math

Science & Technology Engineering

Test Administration

Grade 10

• English Language Art• Mathematics• Science:

Biology orChemistry orPhysics

Grade Level Performance

Grade 5

A/P NI W

ELA 85% 14% 1%

Math 87% 10% 3%

Science 82% 17% 1%

Grade Level Performance

Grade 8

A/P NI W

ELA 99% <1% 0%

MATH 80% 20% 1%

Science 82% 15% 2%

Grade Level Performance

Grade 10

A/P NI W

ELA 98% 1% 1%

MATH 92% 5% 2%

Science 95% 4% 1%

Koplik & Adams

Koplik Certificate of Mastery

• 243 of 300 students from 2013 qualified

• Scored Adv and Adv/Prof on 2 other MCAS tests

• Submit AP or SAT II scores to get award

Adams Scholarship

• 97 students out of 300

• Scored Adv and Adv/Prof on MCAS

• Tuition waiver at MA public college

Competency DeterminationGraduating Classes

• Class of 2011 - 93%• Class of 2012 - 95%

• Class of 2013 - 96%

Cohort Value Added

CPS ELA % /ProfELA % /ProfELA % /ProfELA % /ProfELA % /Prof

Gr 82012

Gr 720011

Gr 62010

Gr 52009

Gr 42008

All (194) 99 97 94 91 86

Reg Ed (170) 100 97 98 96 92

High Needs (24) 96 87 70 84 87

Cohort Value Added

CPS Math % Adv/ProfMath % Adv/ProfMath % Adv/ProfMath % Adv/ProfMath % Adv/Prof

Gr 82012

Gr 72011

Gr 62010

Gr 52009

Gr 42008

All (194) 80 82 84 90 79

Reg Ed (170) 84 88 92 96 87

High Needs (24) 46 42 24 50 31

Class of 2014 Cohort Value Added

CCHS ELA % Adv/ProfELA % Adv/ProfELA % Adv/ProfELA % Adv/ProfELA % Adv/ProfELA % Adv/Prof

Gr 10

2012

Gr 82010

Gr 72009

Gr 62008

Gr 52007

Gr 42006

All (160) 99 98 96 93 94 86

Reg Ed (144) 99 99 98 96 97 91

High Needs

(16)90 94 80 67 67 44

Class of 2014 Cohort Value Added

CCHS Math % Adv/ProfMath % Adv/ProfMath % Adv/ProfMath % Adv/ProfMath % Adv/ProfMath % Adv/Prof

Gr 102012

Gr 82010

Gr 72009

Gr 62008

Gr 52007

Gr 42006

All (160) 96 76 78 75 82 86

Reg Ed (144) 99 81 74 79 88 79

High Needs

(16)74 26 20 33 26 31

District Actions K12

• Continue to analyze MCAS performance to identify areas to focus improvement in curriculum, instruction and assessment. Support areas in need of improvement with professional development activities.

• Support school/grade level data teams by improving the skills of administrators and curriculum leaders through training in collaborative inquiry

District Actions K5

• Build on the existing strong foundation of Writer's Workshop through the implementation of Common core expectations for writing.

• Use common reading assessments (Teachers College Assessment & the GRADE) to monitor student reading performance and inform instruction as appropriate.

• Use common math assessments to monitor student’s proficiency in math and inform instruction as appropriate.

• Provide RTI to students in ELA & Math.

District Actions 6-8

• School focus on Integration of Habits of Mind and Critical Thinking

• Curriculum Map additions to include a focus on identification of best instructional strategies to meet student needs for both remediation and extension

ELA 6-8• Implementation of revised summer literature program: One School,

One Book initiative connected to Bullying Prevention curriculum

• Differentiated English classes Grades 6,7,8

• Implementation of common assessments across ELA curriculum grades 6, 7, 8

• Focus on open response writing grades 6, 7, 8

• ELA study option 2x week grades 7 & 8

• Developmental Language Arts Program: Classes taught by highly qualified English Teachers provide remediation 4x week for grades 7 & 8

• Integrated English special education support class 3x week grade 6 and 4x week grades 7 & 8

• Intensive English class for students with significant learning needs in English Language Arts

District Actions 6-8

District Actions 6-8

Math 6-8• Implementation of baseline and follow up assessments to

be administered 3x a year and on common unit assessment; data to be used to inform teaching and learning practices

• Math study option 2x week grades 7 & 8

• Focus Math program: Classes taught by regular math class teachers provide remediation 4x week for grades 6 and 8, and 2x week in grade

• Intensive Math class for students with significant learning needs in math

District Actions: CCHS

• Develop Educational Proficiency Plans for students who scored in the Needs Improvement or Failing range.

• Provide MCAS English Language Arts class for students who need support.

• Provide systemic interventions for closing achievement gaps:

* Tech Equity (“giveaway program”)

* Learning Resource Centers (SSERC) (MARC)

* Study Skills Class for METCO program

DESE Accountability Data• NCLB goal of 100% proficient by 2014 replaced with

new goal of reducing proficiency gaps by 50% by 2017. The 100-point composite Performance Index (CPI), a measure of the extent to which all students in a district or school or subgroup are progressing toward proficiency, gauges progress toward this goal.

• School Percentiles (1-99) is an indication of the school’s overall performance relative to other schools that serve the same grades.

• AYP replaced with new 100-point performance measure, Progress & Performance Index (PPI) that incorporates

Progress & Performance Index (PPI)

• Annual PPI is a measure of improvement toward a school or district’s own target over a a two year period.

• Cumulative PPI is the average of a district’s, school’s or subgroup’s annual PPI over the most recent four year period.

• For a school to be making progress toward narrowing proficiency gaps, the cumulative PPI for both the “all students” group and “high needs” students must be 75 or higher.

• “High Needs” is an unduplicated count of students in at least one of these subgroups: SEPD, ELL, former ELL and low income.

School Percentile & PPISchool

PercentilePPIAll

Students

PPIHigh

NeedsCPS 3-8 NA 100 (1321) 86 (342)Alcott 92 94 (223) 67* (54)

Thoreau 99 100 (221) 94 (67)Willard 97 100 (206) 80 (43)CMS 95 100 (630) 87(142)

CCHS 85 85 (300) 66* (60)

* 75+ indicates that district/school has met target for the year

Moving Forward

District Goals 2012-2013

• 90% Advance/Proficient on ELA MCAS at 5, 8 and 10

• 80% Advance/Proficient on Math MCAS at 5, 8, and 10

• Maintain 100% Competency Determination for every graduating member of the Class of 2013