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“ Let us not be content to wait and see what will happen, but give us the determination to make the right things happen”- Horace Mann 2014 MCAS Overview.

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Presentation on theme: "“ Let us not be content to wait and see what will happen, but give us the determination to make the right things happen”- Horace Mann 2014 MCAS Overview."— Presentation transcript:

1 “ Let us not be content to wait and see what will happen, but give us the determination to make the right things happen”- Horace Mann 2014 MCAS Overview Prepared by Mary Ellen Carideo, Principal

2 Presentation Agenda PPI Overview Achievement Data Over Four Years Item Analysis Required Actions and Conditions for School Effectiveness School Literacy and Math Benchmarks

3 Essential Question What is Horace Mann going to do in order to have all our students be successful?

4 Progress and Performance Index (PPI) Massachusetts's measures each school and district’s progress toward the goal of reducing proficiency gaps by half between and Schools classified into one of five accountability and assistance levels. Level 1: PPI of 75 or more and attendance rate of 95% Level 2: PPI of 75 or below low-MCAS AND/OR Participation of 90-94% Level 3: Among the lowest 20 th percentile by school type or subgroup Participation rate below 90% Sufficient progress toward narrowing proficiency gaps are classified into Level 1, while the state’s lowest performing schools are classified into Levels 4 and 5. Districts are classified based on the level of their lowest performing school. If one or more subgroups in the school are among the lowest performing 20% of subgroups, schools are classified into Level 3.

5 Horace Mann : Level 3 Horace Mann is classified as a level 3 school for being among the lowest perform 20% of subgroups focused on high needs group. ELL, students with disabilities, Free and Reduced Lunch The inclusion of high needs groups in accountability determinations holds schools accountable for the performance of students belonging to historically disadvantaged groups.

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9 ELA Aggregate Data

10 Math Aggregate Data

11 Science Aggregate Data

12 ELA High Needs Data

13 Math High Needs Data

14 Horace Mann ELA Item Analysis Relative Strengths School/ State % Correct Relative Weaknesses School/ State % Correct 3 rd Grade Language/Anchor Standards (conventions and vocabulary) +15 Open Response/Short Response +4 Craft/Structure Standards +17 Integration of Knowledge and Ideas -10 (High Needs) 4 th Grade Craft/Structure +11 Production and Distribution of Writing -5 Language/Anchor Standards (conventions and vocabulary) +9 Text types and purposes -6 5 th Grade Key ideas and details +4 Craft/Structure-11 (High Needs) Open Response-7 (High Needs)

15 Horace Mann Math Item Analysis Relative Strengths School/ State % Correct Relative Weaknesses School/ State % Correct 3 rd Grade Multiplying and Dividing within Representing and Interpreting data -6 Understanding properties of multiplication and the relationship between multiplication and division +8 Solving problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects th Grade Understanding decimal notation for fractions and understanding and comparing decimal fractions. +9 Geometric measurement : understand concepts for angle and measure angles -3 5 th Grade Understanding the place value system +5 Graph points on the coordinate plane to solve real world and mathematical problems -35

16 Percent of Students Proficient and Advanced: All Students TestNumber of students 2013 Percent 2013 Number of students 2014 Percent 2014 Difference ELA96 of %108 of %+9% Math91 of %92 of %+11% Science (Grade 5) 19 0f 4642%23 of 4749%+7%

17 Percent of Students Proficient and Advanced: High Needs TestNumber of Students 2013 Percent 2013 Number of Students 2014 Percent 2014 Difference ELA16 of 4040%15 of 3740%- Math11 of 4028%10 of 3727%-1% Science (Grade 5) 3 of 1718%1 of 128%-10%

18 Required Actions for Districts and Schools Classified Into Level 3 Analyze disaggregated data for all student groups to ensure interventions and supports are appropriately aligned to address needs; Review the performance of students with disabilities and consider improvement or capacity building activities, as appropriate. Use the Conditions for School Effectiveness Self-Assessment or the District Standards Self-Assessment to review and revise district and school improvement plans with respect to the level of implementation of Massachusetts’ District Standards and Indicators and the Conditions for School Effectiveness.

19 Conditions for School Effectiveness Students cannot wait for incremental improvement in their educational conditions.. Established a School Leadership Team Disaggregate data Identify areas of need Identify intervention and extension Collaborate to develop action plans for all students scoring ‘warning’. Engage colleagues in appropriate professional development. Participate in district learning walks

20 Initial Findings There is a 15% increase in ‘All Students’ students scoring 2 or higher on Open Response Questions, from 51% in 2013 to 66% in There is an 18% increase in ‘All Students’ scoring a 2 or higher on the Math Open Response items, from 53 to 71%. There is an increase of 14% in ‘All Students’ scoring a 2 or higher on the Science Open Response items, from 43% to 57%. High Needs students scored significantly lower than their district and state counterparts. (40% Adv./Prof. in ELA; 27% Adv./Prof. in Math; 8% Adv./Prof. in Science). Increase in ‘All Students’ scoring Advanced or Proficient: 78% in ELA; 66% in Math; 49% in Science.

21 Conditions for School Effectiveness The process must be grounded in a cycle of continuous improvement, informed by data, driven by results, and with a laser-like focus on implementation of a few high-leverage strategy objectives & Monitoring of progress must focus on outcomes and how the activities outlined in the plan are serving the best interest of students. Develop student success plans for all students scoring Needs Improvement an Warning. Implement a systemic approach to gather data on high-needs students including goal setting, progress monitoring meetings and individual action plans for special education students. (every 6 weeks) Continue grade level data meetings, three times annually, for math and literacy. Implement appropriate math and literacy interventions with fidelity. Develop professional practice and student learning SMART goals designed to move more students from proficient to advanced and from needs improvement and warning to proficient. Provide enrichment/extension and remediation/re-teaching within and beyond the school day. Collect, analyze and develop re-teaching plans in math and writing; particularly response to text.

22 Action Steps Specialized data meetings for ‘High Needs’ students in addition to tri-annual data meetings for all students. Implementation of scientifically based interventions in Literacy (‘Road to the Code’, Project Read, Linguistics and Read Naturally) for any student scoring below grade level benchmarks. Incorporate Lexia for all Kindergarten and First grade students; older students as needed. Implementation of scientifically based interventions in Math (Math Navigator, Pearson EnVision Intervention kit). IXL math grades K-5 to supplement Pearson Envision Increased exposure to challenging materials including ‘Continental Math’, IXL and Math Challenge projects. Topic test review sessions including re-teaching plans for standards missed.

23 Conditions for School Effectiveness The process requires time, attention, and commitment and should be a central part of district leaders’ daily work. Participation in district professional development institutes Ongoing instructional district coaching and coaching from Horace Mann consultant. Non-evaluative learning walks rooted in a shared focus of inquiry (Superintendents, Department Chairs, teachers, principals). Utilize the Educator Evaluation System to set individual and team student learning and professional practice goals.

24 Conditions for School Effectiveness Collaboration between and among stakeholders is essential for accelerated and sustaining improvement. School sponsored curriculum workshops for parents. School Site Council Survey Instructional Leadership and Instructional Support Team presentations for HM staff. Title 1 Workshops and presentations for parents October 15 th : “Focus on Fluency and Reading”(HM) November 18 th : “Building Resiliency in Children” (Lincoln) December 3 rd : “Playing With Words at Home” (Roosevelt) January 14 th : “Fun with Non-Fiction at Home” (HM)

25 Conditions for School Effectiveness The process requires a willingness to challenge and be challenged, to honestly assess progress and confront difficult issues, and to make the necessary mid-course corrections based on a robust analysis of evidence. Revise School Improvement Plan Adjustments to staffing assignments Adjustments to faculty meeting, early release time. Adjustment to schedule based on student groupings where appropriate.

26 Literacy Goals Open Response Goals: By the end of January, 70% of students will increase their Open Response average score by 50%. By May, 70% students will increase their Open Response average by an additional 50%. Grades 3-5 we will use MCAS as a baseline Grades K-2 we will use weekly response to text prompts

27 Math Goals By the end of January, 70% of students will increase their Open Response average score by 50%. By May, 70% students will increase their Open Response average by an additional 50%. 80% of students in Tier 2 and/or Tier 3 will move up at least one level by the end of the year on the district math assessment. IXL usage will exceed 70% weekly Teachers in grades 2-5 will implement 6-8 math performance tasks aimed towards advanced learners.

28 Science Goals Implement one engineering unit per grade. Implement one common research project per grade in science. Develop common rubrics and material to assess projects. Support implementation of inquiry science notebooks and talk within science through professional development. Identify and support core instructional practices that support the science practices through professional development.

29 How will we assess progress? Local assessments Math benchmark exams Math performance tasks DIBELS assessment of oral fluency DAZE Comprehension Assessment Pearson Post Tests Response to Text data Writing Assessment


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