Curriculum and Assessment Management Team October 16, …

Quincy Public SchoolsSchool Committee

PresentationOctober 16, 2019

Curriculum and Assessment Management Team

--2019 MCAS, MAP and Accountability Data


Madeline Roy, Director of Middle and High School Curriculum Programs and Initiatives

Erin Perkins, Director of Special Education and Elementary Curriculum

Sarah Anderson, Coordinator of Special Education 6-12 and Data Support

Marisa Forrester, Coordinator of District Data and Assessment

Bridget Vaughan, Coordinator of English Language Arts and Literacy K-8

Heather Wojcik, Coordinator of English Learner Education

Kim Quinn, Team Administrator for Math Curriculum K-8

Ed Smith, Team Administrator for STEM Curriculum 4-12

Elizabeth Kelly, Elementary Digital Literacy Support Teacher

Laura Latini, Elementary Digital Literacy Support Teacher

Kim Walsh, Elementary Digital Literacy Support Teacher

Tonight’s Focus AreasDistrict Improvement Plan

● District Improvement Plan Framework● Alignment of Goals

District Data● MAP Benchmark Assessment Results● Next Generation and Legacy MCAS Data ● Accountability Reports

District Goals● MCAS Achievement and MAP Growth Goals● Next Steps

Curriculum Initiatives ● Related Professional Development

District Improvement Plan ● District Improvement Plan

Framework

● Alignment of Goals

District Improvement Plan Framework

● Standards

● DESE

● Key Questions

● Specific indicators

● CAMT Annual Plan

Six Standards Evidence of Alignment

Leadership and Governance

● Curriculum and Assessment Management Team Plan

Curriculum and Instruction

● Aligned Curriculum● Vertical, Grade-level & Dept

Assessment and Program Evaluation

● Formative and Benchmark● Data Teams and ILTs

Professional Development

● System-wide PD● Site-based PD

AcademicSupport

● Beyond the Bell ● Family Engagement

Financial and Asset Management

● Comprehensive Budget Process

Quincy School Committee & Superintendent DeCristofaro


Program Improvement Plans

School Improvement Plans

Grade Level, Vertical and Departmental Teams

Individual Educators

District Improvement PlanAlignment of Goals

ThoughtfulPlanned

Sustained

District Data● MAP Benchmark

Assessment Results

● Next Generation and Legacy MCAS Data

● Accountability Reports

MAP Student Growth

MAP Benchmark Assessment● Measure of student growth

● Student Growth Summary Report

● Student Growth National Norms

● Administered

● Grades 2-7 in Reading, Mathematics

● Grades 4-7 General Science*

*General Science for 18-19 MAP testing is considered a pilot year. Fall 18-19 was administered at an interim period between Fall and Winter testing

windows. Winter MAP test was not administered. Therefore, growth measures of 18-19 for General Science data is not establishing a legitimate baseline.

Fall Winter Spring

MAP Benchmark Assessment National Growth Norms

Student Growth National NormsFall to Spring

Grade Reading Mathematics General Science

Grade 2 14.0 15.2 --

Grade 3 10.3 13.0 --

Grade 4 7.8 11.6 6.4

Grade 5 6.1 9.9 5.5

Grade 6 4.8 7.7 4.3

Grade 7 3.7 6.0 3.7

*

MCAS Student Achievement

Spring 2019 MCASTest Administration

Legacy Next Generation

● High School Biology○ Spring 2020

■ Grade 10 - Legacy■ Grade 9 - Next Gen

● Grades 3-8 ELA & Mathematics - Year 3

● Grades 5 & 8 STE - Year 1

● High SchoolELA & Mathematics - Year 1

Spring 2019 MCASReporting Categories

Legacy Next Gen

AdvancedExceeding

Expectations

Proficient Meeting Expectations

Needs ImprovementPartially Meeting

Expectations

Warning/FailingNot Meeting Expectations

Statistical Linking Model (HS ELA Example)

% o

f stu

den

ts13% Exceeding Expectations

48% Meeting Expectations

31% Partially Meeting Expectations

8% Not Meeting Expectations

Spring 2019 MCASAverage Composite Scaled Score

● A measure of every student’s achievement

● Achievement Categories and Scores○ Exceeding Expectations: 530-560○ Meeting Expectations: 500-530○ Partially Meeting Expectations: 470-500○ Not Meeting Expectations: 440-470

Scaled ScoresExample

508

494

512

503

501

449

540

508

Spring 2019 MCAS Resultsby Percentage of Students in Meeting or Exceeding

Spring 2019 MCAS Resultsby Average Composite Scaled Score

ELA Average Scaled Scores Scaled ScoreChange

2017 to 20192017 2018 2019

Grade 3 505.0 507.6 508.4 + 3.4

Grade 4 504.9 508.4 508.2 + 3.3

Grade 5 501.2 507.6 507.6 + 6.4

Grade 6 502.8 504.8 505.2 + 2.4

Grade 7 505.7 502.2 508.2 + 2.5

Grade 8 503.6 507.9 504.6 + 1.0

Grades 3-8 503.9 506.4 507.0 + 3.1

Grade 10 -- -- 507.8 --

MathAverage Scaled Scores Scaled Score

2017 to 2019

2017 2018 2019

Grade 3 503.8 503.6 502.3 - 1.5

Grade 4 501.4 501.4 501.0 - 0.4

Grade 5 503.7 501.4 502.3 - 1.4

Grade 6 501.5 502.8 504.4 + 2.9

Grade 7 503.2 500.0 505.0 + 1.8

Grade 8 501.5 505.3 503.1 + 1.6

Grades 3-8 502.5 502.4 503.0 + 0.5

Grade 10 -- -- 507.8 --

MathAverage Scaled Scores Scaled Score

2017 to 2019

2017 2018 2019

Grade 3 503.8 503.6 502.3 - 1.5

Grade 4 501.4 501.4 501.0 - 0.4

Grade 5 503.7 501.4 502.3 - 1.4

Grade 6 501.5 502.8 504.4 + 2.9

Grade 7 503.2 500.0 505.0 + 1.8

Grade 8 501.5 505.3 503.1 + 1.6

Grades 3-8 502.5 502.4 503.0 + 0.5

Grade 10 -- -- 507.8 --

A closer look at Elementary and Computer Based Testing...

STEAverage Scaled Scores

2017 2018 2019

Grade 5 -- -- 502.0

Grade 8 -- -- 499.5

Grade 10 -- -- --

Accountability Reports

2019 Accountability Data● Performance based

● Official accountability determinations and the reason for classification

● Information about progress towards improvement targets

● Indicators for various subgroups

Points 0 1 2 3 4

Reason Declined No Change Improved Below Target Met Target Exceeded Target

Achievement - Non-high school

Group N Points Reason

ELA

All Students 4,086 2 Improved Below Target

Lowest Performing 717 3 Met Target

High Needs 2,678 3 Met Target

Math

All Students 4,083 2 Improved Below Target

Lowest Performing 715 4 Exceeded Target


STE

All Students 1,373 0 Declined

Lowest Performing -- -- --

High Needs 874 0 Declined

Achievement - High school


ELA

All Students 669 4 Exceeded Target

Lowest Performing 153 2 Improved Below Target

High Needs 362 3 Met Target

Math

All Students 670 1 No Change

Lowest Performing 151 0 Declined

High Needs 363 2 Improved Below Target

STE




Growth - Non-high school


ELA

All Students 3,065 3 Typical Growth - High

Lowest Performing 705 3 Typical Growth - High

High Needs 1,912 3 Typical Growth - High

Math

All Students 3,062 3 Typical Growth - High

Lowest Performing 701 3 Typical Growth - High

High Needs 1,910 3 Typical Growth - High

Growth - High school


ELA

All Students 580 2 Typical Growth - Low

Lowest Performing 139 1 Low Growth

High Needs 294 2 Typical Growth - Low

Math

All Students 578 2 Typical Growth - Low

Lowest Performing 137 1 Low Growth

High Needs 292 2 Typical Growth - Low

Progress toward attaining English language proficiency - Non-high school


EL and Former EL 882 2 Improved Below Target

Progress toward attaining English language proficiency - High school


EL and Former EL 157 2 Improved Below Target

Chronic absenteeism - Non-high school


All Students 5,850 3 Met Target

Lowest Performing 717 2 Improved Below Target


Chronic absenteeism - High school


All Students 2,917 4 Exceeded Target

Lowest Performing 153 4 Exceeded Target


Four-year cohort graduation rate - High school


4-Year Cohort Grad

Rate




Extended Engagement

Rate

All Students 674 3 Met Target


High Needs 468 2 Improved Below Target

Annual Dropout

Rate

All Students 2,759 0 Declined


High Needs 1,403 0 Declined

District Goals 2019-2020

District ELA MCAS Goal for 2019-2020

During the 2019-2020 school year, students in grades 3-8 will show evidence of

achievement in English language arts as measured by an increase of 1.2 scaled score

points in the All Students Average Composite Scaled Score according to the English

language arts achievement data in the 2020 DESE Accountability Report. *Considering that 2.0 scaled score points is statistically significant, then the measure of a 1.2 increase would have an overall effect on

meeting our District 3-8 Achievement Targets for all indicators in 2020. Below is a line from the 2019 District Accountability Report

to indicate which data chart was analyzed.

District MAP Reading Goal for 2019-2020

During the 2019-2020 school year, students in Grades 2-7 will show evidence of

growth in Reading as measured by an increase of 15 RIT points above the fall average

for grade 2, an increase of 10 RIT points above the fall average for grades 3-4, and an

increase of 5 RIT points for grades 5-7 as indicated by the Spring 2020 MAP District

Student Growth Summary Report.

District Math MCAS Goal for 2019-2020

During the 2019-2020 school year, students in grades 3-8 will show evidence

of achievement in Mathematics as measured by an increase of 1.3 scaled score

points in the All Students Average Composite Scaled Score according to the

Mathematics achievement data in the 2020 DESE Accountability Report. *Considering that 2.0 scaled score points is statistically significant, then the measure of a 1.3 increase would have an overall effect on

meeting our District 3-8 Achievement Targets for all indicators in 2020. Below is a line from the 2019 District Accountability Report to

indicate which data chart was analyzed.

District MAP Math Goal for 2019-2020During the 2019-20 school year, students in Grades 2-7 will show evidence of growth

in the MAP Mathematics as measured by an increase of 16 RIT points above the fall

average for grade 2, an increase of 12 RIT points above the fall average for grades 3-4,

an increase of 10 RIT points above the fall average for grade 5, and an increase of 7 RIT

points for grades 6-7 as indicated by the Spring 2020 MAP District Student Growth

Summary Report.

District STE MCAS Goal for 2019-2020

During the 2019-2020 school year,

students in grades 5 & 8 will show evidence

of achievement in Science and

Technology/Engineering as measured by an

increase in Students Average Composite Scaled Score from a baseline of 502.0 for

Grade 5 and 499.5 for Grade 8 according to

the District Achievement Distribution by

Year Science and Technology/Engineering

Report (PE305) in Edwin Analytics.

Grade 5 Grade 8

2018 2019 2018 2019

CPI 81.2 73.7

Advanced 22% 8%

Proficient 33% 36%

Needs Improvement 36% 41%

Warning/Failing 9% 15%

Exceeding Expectations 12% 10%

Meeting Expectations 42% 37%

Partially Meeting Expectations 33% 41%

Not Meeting Expectations 12% 12%

Average Scaled Score 502.0 499.5

N Students 640 699 664 674

District MAP STE Goal for 2019-2020During the 2019-20 school year, students in grades 4-7 will show evidence of

growth in the MAP Science as measured by an increase of 7 RIT points above

the fall average for grades 4-5 and an increase of 5 RIT points above the fall

average for grades 6-7 as indicated by the Spring 2020 MAP District Student

Growth Summary Report.*Please consider the 2018-2019 MAP Science administration a pilot year. The 2020 science MAP goals were set using NWEA national norms as a baseline in conjunction with QPS

historical performance on MAP testing. This year students will be assessed in all three benchmark testing windows.

High School ELA MCAS Goal for 2019-2020


students in grade 10 will show evidence of

achievement in English Language Arts as

measured by an increase in Students Average Composite Scaled Score from a

baseline of 507.8 according to the District

Achievement Distribution by Year English

Language Arts Report (PE305) in Edwin

Analytics.

Grade 10

2018 2019

CPI 96.2

Advanced 51%

Proficient 40%

Needs Improvement 6%

Warning/Failing 3%

Exceeding Expectations 15%

Meeting Expectations 47%

Partially Meeting Expectations 31%

Not Meeting Expectations 6%

Average Scaled Score 507.8

N Students 658 669

High School Math MCAS Goal for 2019-2020


students in grade 10 will show evidence of

achievement in Mathematics as measured

by an increase in Students Average Composite Scaled Score from a baseline of

507.8 according to the District

Achievement Distribution by Year

Mathematics Report (PE305) in Edwin

Analytics.

Grade 10

2018 2019

CPI 92.6

Advanced 53%

Proficient 29%

Needs Improvement 12%

Warning/Failing 6%

Exceeding Expectations 18%

Meeting Expectations 41%

Partially Meeting Expectations 34%

Not Meeting Expectations 7%

Average Scaled Score 507.8

N Students 652 670

High School STE MCAS Goal for 2019-2020

The district will show evidence of improvement by a 2% increase of students earning scores of proficient and advanced (from a base of 74%) on the grade 10 STE MCAS, as evidenced by the Spring 2020 Biology MCAS Results Report (PE303).

Next Steps...School Improvement Plans & Goals

● Alignment of Goals

School Data● MAP Benchmark Assessment Results● Next Generation and Legacy MCAS Data ● Accountability Reports

Parent/Guardian Communication● MCAS Achievement and MAP Growth Reports

Curriculum Highlights● Initiatives and Related Professional Development

Curriculum Initiatives and Related Professional Development

ELA K-2Close Reading for Primary Grades -

10/9, 1/16, 1/17, 1/23, 1/24

ELA 3-5Text-Based Writing Groups

ELA 3-5Close Reading Peer Coaching and

Observation Study Groups

ELA 6-8

Tutorial for ELA Grades 6-8 Pacing Guides, Curriculum Units

and Writing Assessments

Tutorial for Using Curriculum and Pacing Guide

QPS Girls Rising Initiative ● Grade 8 ELA Curriculum Units

● Save the Date: May 27, 2020

● *New* Elementary connection

○ Montclair’s Girls On the Run ● *New* High School connection

○ Girls Rising Club at QHS

Girl Rising uses the power of storytellingto shine a light on injustice

and ignite change.

Science and Technology/Engineering 3-121. Teachers will collaborate within school and district STE teams to identify high need

areas and develop lessons and assessments targeting student understanding.

2. Teachers will prepare students for the 2020 science MCAS with a specific focus on next generation selected and constructed response question types.

3. Teachers will design learning experiences with phenomena, an observable event that can be investigated and explained by students, as a scientist or engineering would, using evidence from STE knowledge and skills.

Phenomena taps into students’ natural desire to make sense of their world.

This approach encourages students to

observe natural phenomena, such as a rising tide or a glass shattered by sound. They can

then investigate why it occurs.

Students learn this is how scientists and engineers find answers through reasoning

and inquiry.Surface Swimming Camels or Shadows?

Science 3-51. Teachers will implement Pearson Elevate Science text, equipment kits, and Realize

Science online curriculum in all science courses grades 3-5 (Year 2).

2. Teachers will plan a trimester one and two science showcase for students to solve challenging problems and demonstrate critical and creative thinking for all grade 5 students.

Grade 5 Science Showcases

● Directly aligns to student work within the STE framework over the course of a trimester

● Participate in personalized learning that leads to increased student motivation, engagement, and self-confidence

● Demonstrate critical and creative thinking● Solve challenging problems, improve research

writing, and public speaking skills

Science 6-81. Teachers will refine formative and summative

assessments, made up of multiple sources of evidence, to better measure student understanding.

2. Teachers will provide opportunities for students to demonstrate science and engineering practices by designing and conducting investigations, creating or using scientific models, and making decisions on how to analyze data. (Also HS action step)

1. Science and Engineering Practices

2. Teachers will implement Pearson Biology text and Realize online curriculum for all grade 9, 10, and AP Biology courses (year 2)

Science 9-12

Technology/Engineering 6-12● Project Lead The Way curriculum near full

implementation 6-12● 2019-2020: 1 HS (EDD) and 1 MS (CSIM)

course added■ 2020-2021, 1 MS course will be added to

achieve full pathway

2019 MA STEM WeekSee Yourself in STEM

Challenge: Zero Waste

3-5: Solar Energy6-8: Plastic Waste

9-12 E- Waste

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Mathematics K-2

Site-based PD days - Focus on Daily Math Thinking Routines and needs of individual schools.

Voluntary PD afternoon with Greg Tang

Book study with Math Interventionists

Mathematics 3-5

Math teachers will partner with the Digital Literacy teacher to bridge the gap between paper/pencil assessments and the MCAS online exam.

Site-based PD days - Focus on Daily Math Thinking Routines and needs of individual schools.

System wide PD on Build It centers

PD day with Greg Tang

Mathematics 6-8Teachers will continue with the coaching/co-teaching initiative with Molly Vokey and Kim Quinn

System wide PD days with focus on Access and Equity in the Math Classroom

Site-based Follow Up PD to the system wide days.

Big Ideas Digital Platform Training

Next Steps...

Thank you!

Teaching and Learning Sub-Committee Meetings 2019-2020

● Program Improvement Plans

● School Improvement Plans

● Curriculum and Assessment Team Updates

Documents

Curriculum and Assessment Management Team October 16, …