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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