Danvers Public Schools: Our Story Vision DHS Graduates PreK-8 students

DPS Vision Statement Graduates of Danvers Public Schools leave the school system feeling confident and well prepared to continue their learning in the wide array of college and career options available to them. They go on to become productive, responsible, caring citizens of the global community and achieve their definition of success.

Portrait of a Graduate New background picture - Falcon

DHS PSAT & SAT Scores - Fall 2017 10th Grade PSAT 11th Grade PSAT SAT DHS 951 996 1097 State 957 1023 1102

AP Participation AP Achievement

DHS AP Achievement AP Achievement

DHS College Acceptances Class of 2014-2018

Accountability Status DHS High School Completion Accountability Status 4 Year Graduation Rate 96.9% Met Target Extended Engagement Rate 95.3% Drop Out Rate 0.5% Exceeded target

DHS MCAS Spring 2018 Results Last year of legacy MCAS (Advanced, Proficient, Needs Improvement, Failing) % of students at or above proficient DHS State ELA 95 91 Math 76 78 Science 85 75

DHS MCAS Highlights ELA - % of students scoring Advanced improved from 44% to 52%! Biology - 85% of students scored Proficient or higher (10% above state average!) - increase of 3% compared to last year. High School Graduation - Met or Exceeded targets for all criteria (4 year graduation rate, continued engagement, and dropout rate) in High School Graduation Completion!

DHS Opportunities to Reflect and Act on! Meeting the Needs of ALL learners - focus on Students with Disabilities - students in 37th percentile for subgroup compared to other schools in Massachusetts. Mathematics - % Proficient or Higher decreased 5% points/Median Student Growth Percentile at 46 Chronic Absenteeism - 19.1% in 2018 - metric is % of students who miss 10% (18 days) or more of school (excused and unexcused)

Our Story...Grades PreK through 8 Local and State Measures of Student Achievement

Student Achievement - Two Types of Data: Local Data State Data

Local Data: The School Logic Models Goal: June 2018: Elementary Schools Throughout the District, 75% of all students (pre-kindergarten through fifth grade) will write on or above grade level, in two genres of writing, as measured by the post on-demand writing assessments. 57% of all students (pre-kindergarten through fifth grade) will write on or above grade level, in two genres of writing, as measured by the post on-demand writing assessment Middle School By June 2018, 75% of HRMS students with high-needs status and 75% of students without high-needs status will meet teachers’ Student Learning Goals. 74.24% of a representative sample of HRMS students met teachers’ Student Learning Goals. Of this representative sample: 67.37% of HRMS students designated as having high-needs status met teachers’ Student Learning Goals. 76.89% of students not designated as having high-needs status met teachers’ Student Learning Goals. High School

State Data: Next Generation MCAS Spring 2018 Results

HRMS Data

% at or above proficient HRMS Spring 2018 Results % of students meeting or exceeding expectations HRMS State 6th ELA 51 50 6th Math 28 48 7th ELA 33 46 7th Math 35 8th ELA 37 8th Math 49 8th Science *Legacy MCAS 29 % at or above proficient

HRMS MCAS Overview Challenges Six out of seven MCAS test results are below the state average (Grade 6-8 ELA & Math and Science) HRMS has a majority of students in the Partially Meeting Expectations category - On average, 13% of HRMS students are on the cusp of Meeting Expectations on their MCAS test We are below the state average in the number of students exceeding expectations on each test Improvements Grade 6 ELA improved results to meeting the state average Student results from grade 6 to 7 improved in Mathematics (8% points) Student results from grade 7 to 8 improved in Mathematics (5% points) The “Lowest Performing” student group made gains in achievement and growth Grade 7 & 8 Mathematics had strongest growth percentiles in the school

Grade 6 - 8 MCAS Partially Meeting Expectations 2018 Total # of Students in Partially Meeting Expectations (470-499) # and % of Students in Upper Half of Partially Meeting Expectations (485-499) # and % of Students on Threshold in the Upper Half of Partially Meeting (495-499) Gr 6 ELA 108 73 39 Gr 6 Math 182 97 37 Gr 7 ELA 149 41 Gr 7 Math 146 85 26 Gr 8 ELA 117 67 21 Gr 8 Math 139 92 38

HRMS - Actions Taken Reviewed released data using the data driven dialogue in department based groups Identified by question and standard how HRMS students performed Identified areas which indicate a need for additional time or instruction Populated mathematics intervention classes in grades 6 and 7 to provide opportunities for pre-teaching and reinforcement of concepts Learned how to move through the FAR cycle last school year in order to complete shorter FAR cycles over the course of this school year in order to monitor student progress toward meeting standards. Support provided by a part time math coach

HRMS - Our Work Discuss results at October coffee event and HRMS School Council Meeting Ensure alignment of both instruction and assessment to the state standards Use of the FAR Cycle to identify how students understand concepts and, for those who are struggling, what types of intervention & action are needed Increase use of formative assessment to more quickly identify students understanding and identify any needs for clarification, intervention, or extension. Academic support classes will help special education students prepare for MCAS tests Teachers are monitoring progress of students who were in the upper range of Partially Meeting Expectations by collecting baseline, summative, and formative assessment data throughout the year.

Elementary Data

% at or above proficient Elementary Spring 2018 Results % of students meeting or exceeding expectations Grade Level Elementary State 3rd ELA 52 3rd Math 50 4th ELA 54 53 4th Math 48 5th ELA 59 5th Math 5th Science *Legacy MCAS 46 % at or above proficient 47

Elementary Overview Successes At or above the state average in all ELA and Math MCAS tests (Grades 3, 4, and 5) Grade 5 Math growth percentiles is above the State mean of 50. Both the 4th and 5th grade cohorts saw increases in ELA and the 5th grade cohort in Math. Challenges Gr 4 Math and ELA and Gr 5 ELA Growth percentiles are below the State mean of 50. There is variation across grade levels and subjects at the schools. Elementary Science is at the state average and remained the same as last year.

Accountability Using results from the MCAS, the performance of schools and districts are categorized by: High Schools: Achievement Student Growth English Language High School Completion Proficiency Additional Indicators (chronic absenteeism and advanced course work) Elementary - Middle Schools: Achievement Student Growth English Language Proficiency Additional Indicators (chronic absenteeism)

Weighting of indicators in non-high schools Measures 2018 Weighting With ELL No ELL Achievement ELA, math, & science achievement values (based on scaled score) 60% 67.5% Student Growth ELA/Math Student Growth Percentile (SGP) 20% 22.5% English Language Proficiency Progress made by students towards attaining English language proficiency 10% Additional Indicators Chronic absenteeism

Weighting of indicators in high schools & middle/high/K-12 schools Measures 2018 Weighting With ELL No ELL Achievement ELA, math, & science achievement 40% 47.5% Student Growth ELA/Math Student Growth Percentile (SGP) 20% 22.5% High School Completion Four-year cohort graduation rate Extended engagement rate Annual dropout rate English Language Proficiency Progress made by students towards attaining English language proficiency 10% Additional Indicators Chronic absenteeism Percentage of students completing advanced coursework

School Accountability Classifications Overall Classification Danvers High School Not requiring assistance or intervention Holten-Richmond Middle School Requiring assistance or intervention Great Oak Elementary School Highlands Elementary School Riverside Elementary School Smith Elementary School Thorpe Elementary School School Accountability Classifications

NEXT STEPS Working with schools and teachers to refine the connection between assessment and instruction. Formative assessment (FAR Cycle) to monitor student attainment of concepts with a renewed focus on new standards - Coaching High Impact Teacher Teams Social Emotional Learning - Developing a district plan Student Engagement - Continue our 21st century skill work and project-based learning with a renewed focus on the standards