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Franklin Public Schools MCAS Presentation November 27, 2012 Joyce Edwards Director of Instructional Services.

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Presentation on theme: "Franklin Public Schools MCAS Presentation November 27, 2012 Joyce Edwards Director of Instructional Services."— Presentation transcript:

1 Franklin Public Schools MCAS Presentation November 27, 2012 Joyce Edwards Director of Instructional Services

2 Agenda Introduction o Federal Waiver for Massachusetts o CPI and PPI Accountability Data and Status o Franklin PPI Data and Indicators o Exam Summary and P+ o Growth Focus Areas Curriculum Plans

3 Federal Waiver Massachusetts was granted a waiver from some NCLB requirements in February 2012 Rising targets associated of Adequate Yearly Progress-AYP unhelpful in identifying school and districts in need of support Begins with the school year

4 Federal Waiver Continued commitment to high standards and expectations NCLB goal of 100 percent of all students reaching proficiency by school year is replaced Goal now is to reduce proficiency gaps by half Achieve goal by the end of the school year

5 Federal Waiver NCLB status labels eliminated Districts and schools placed into one of five state designated Accountability and Assistance Levels. Report progress using a new 100 point system called the Progress and Performance Index (PPI) instead of Adequate Yearly Progress (AYP) Focus on subgroup performance now includes a new “high needs” subgroup

6 CPI Composite Performance Index (CPI) is the baseline indicator for aggregate performance CPI score becomes the baseline score for the next year CPI is calculated for ELA, Math and Science Uses 100 point index Used to calculate Progress and Performance Index (PPI)

7 PPI Replaces Adequate Yearly Progress (AYP) Determines accountability levels of districts, schools, and subgroups Includes student achievement in ELA, Math, and Science Incorporates growth and improvement as measured by the Student Growth Percentile (SGP) High school includes dropout and graduation rates PPI status based on progress and performance annually as well as cumulatively Cumulative calculation is based on four years of data

8 PPI PPI calculations for state, district, school, and subgroup levels Reports aggregate and subgroups High needs students are considered to be students who belong to at least one of these subgroups: o students with disabilities o English language learners o economically disadvantaged students

9 PPI Further subgroup reporting includes: African American/Black students, Asian students Hispanic/Latino students White students Multi-race Non-Hispanic/Latino students Native Hawaiian/Pacific Islander students Native American students

10 PPI PPI is constructed by using seven core indicators Awarded up to 100 points for each indicator Can earn a maximum of 700 points Points earned based on the progress from one year to the next : o 100 (Above Target) o 75 (On Target) o 50 (Improved Below Target) o 25 (No Change) o 0 (Declined)

11 PPI Indicators used are: ELA Achievement (based on CPI) Mathematics Achievement (based on CPI) Science Achievement (based on CPI) ELA Growth/Improvement (based on median SGP) Mathematics Growth/Improvement (based on median SGP) Cohort Graduation Rate Annual Dropout Rate

12 Accountability Status District is a Level 2 Based on category of lowest school All Franklin schools are all either Level 1 or Level 2

13 Accountability Status Level 1 schools: Franklin High School Annie Sullivan Middle School Parmenter Elementary School Kennedy Elementary School Helen Keller Elementary School

14 Accountability Status Level 2 schools: Remington Middle School Horace Mann Middle School Jefferson Elementary School Oak Street School Davis Thayer Elementary School

15 Franklin Indicators PPI extra credit points were earned for: Academic achievement in ELA, Math, and Science Increasing numbers of students who scored in the advanced category Decreasing number of students scoring in the Warning category Student growth percentages High graduation rates Low dropout rates PPI extra credit points were earned for: Academic achievement in ELA, Math, and Science Increasing number of students who scored in the advanced category Decreasing number of students scoring in the Warning category On target student growth percentages High graduation rates Low dropout rates

16 Exam Summary Analysis Franklin students continue to outperform students across the state On every MCAS test over 90% of Franklin students passed Some tests showing passing rates of 99%

17 P+ Analysis P+ is percentage of students achieving in the Advanced and Proficient categories Significantly outperformed state results on all 17 tests High School all over 90% ELA continues to be stronger than math but gap narrowing Will continue to focus on subgroups as well as aggregate

18 Growth Model SPG RangeGrowth Description 1-39Lower Growth 40-60Moderate/Typical Growth 61-99Higher Growth Growth model is another method to evaluate performance Measures progress by tracking scores from one year to next Intended to be used in conjunction with the MCAS achievement levels Student growth percentile (SGP) is calculated using two or more years of MCAS data. Growth for students is measured by comparing changes with that of their “academic peers.” Academic peers are students in the state who have the same MCAS performance history

19 Focus Areas Data analyses, program and curricular review and changes, professional development are part of increased student achievement at all levels Teachers meet by grade level (building- based and district-wide) to analyze MCAS data Use data to inform instruction Collaborate on improving student performance and instructional practice

20 Focus Areas Must continue to align to the new Massachusetts Frameworks Significant shifts in ELA and Math content and practices Mastery demands increase in proficiency levels at lower grades Targeted MCAS support work with identified students

21 Curriculum Plans Keys to Literacy at middle schools Multi-year implementation of literacy programs for elementary: o Reader’s Workshop o Writer’s Workshop o Fundations

22 Curriculum Plans Curriculum mapping o articulation of all units taught in core courses and grades in Franklin o Will be valuable tool for staff and families o Parallels necessary alignment to the new Massachusetts Curriculum Frameworks in Math and ELA o Alignment is essential to meet the required standards as mandated by the state and as tested by MCAS o Will encompass instructional changes as well as content changes

23 Curriculum Plans Professional development: o building internal capacity for curriculum leadership o graduate courses o content and instructional workshops o instruction in the use of technology o professional learning communities o use of consultants in Math and ELA.

24 Future of MCAS MCAS testing will change to reflect adoption of the new Massachusetts Curriculum Frameworks MCAS testing will be phased out by 2015 Massachusetts is part of a 24 state consortium developing the next generation of assessments-PARCC MCAS testing will change to reflect adoption of the new Massachusetts Curriculum Frameworks MCAS testing to be phased out by 2015 Massachusetts is part of a 24 state consortium Developing the next generation of assessments

25 PARCC The Partnership of Readiness for College and Careers (PARCC) design will incorporate four features to improve the quality and usefulness of large-scale assessments o Be anchored in college and career readiness, o Enable deeper and richer assessments, o Measure learning and provide information on student progress throughout the school year, and o Provide timely results. Will include performance based testing and summative testing Will be done electronically


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