1. September 2015 Amanda Grinager, Director of Teaching and Learning

2.   Mathematics (MCA III/MTAS) and Reading (MCA III/MTAS)  Grades 3-8 and once in high school  Aligned to Minnesota Academic Standards  Science (MCA III/MTAS)  Once in elementary, middle, and high school  Aligned to Minnesota Academic Standards  English Learners (ACCESS)  Grades K-12  Assess English language proficiency in Reading, Writing, Listening, and Speaking Federal Requirements for Minnesota Assessment System

3.   No changes to Federal requirements— reading, math, and science  MCA’s and ACCESS are still used for accountability purposes  Everything is online this year Basic Assessment Information

4.   Eliminates  Grade 8 (Explore)  Grade 10 (Plan)  College Placement Diagnostic Exam (Compass)  Revises requirements for ACT  Requires districts to contract directly with ACT to provide school day administration  Student participation no longer required as graduation assessment requirement Changes in Legislation Regarding Testing

5.   Requires districts adhere to limits in testing time  Grades 1-6 max 10 hours  Grades 7-12 max 11 hours  MCA, MTAS, ACCESS for ELLs, and ACT plus Writing are not listed  Career Interest Inventories, as required by statute, are not included.  Special education and EL testing are not included.  Use published estimated testing times for each test. Changes in Legislation Regarding Testing

6.   Requires New HS Writing Test  Implementation timeline still to be determined  No GRAD Retests  Last year of the OLPA tests  Graduation requirements for students first enrolled in Grade 8 in 2012-13 and later:  Be provided the opportunity to participate in a district-provided college entrance exam in grade 11 or grade 12 Changes in Legislation Regarding Testing

7.   Decreased emphasis on assessments related to career and college readiness  Limiting amount of district administered assessments  No more OLPA’s after this year Assessment Changes

8.   MCA Reading and Math testing window: March 7-May 6  MCA Science testing window: March 7-May 13  Optional Local Purpose Assessments (OLPA) testing window: Oct. 19-Feb. 19  Second year with Pearson as the testing vendor for MCA Reading, Math & Science and OLPA Reading & Math  ACCESS testing window: February 1-March 25  This will be the first year the ACCESS testing will be online 2015-2016 Testing Schedule & Information

9.  Demographics StateDistrict White Students70.5%71.9% Ethnicity29.5%28.1% LEP8.4%11.8% Special Education13.4%13.1% Free & Reduced38.4%39.9%

10.   In the last 3 years, we’ve seen the following:  EL: MPS has gained 70 students  FRP: MPS has gained 122 students  SPED: MPS has gained 22 students  Minority: MPS has gained 147 students  White: MPS has lost 26 students The total student population has grown by 155 students in the last 3 years. Demographics

11.   Growing enrollment  Increase in many subgroups, especially EL, F/R and various ethnicities  Comparison to state figures Demographics

12.  MPS 2015 Data Results

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14.   All MCA testing was done online Mathematics  Grades 3-8 MCA-III  This is the fifth year for the grades 3-8 MCA-III  Grades 7 (+3) and 8 (+19.2) are above the state average.  Grade 11 MCA-III  2015 was the second year for the grade 11 MCA-III test  Grade 11 was above the state average by +.8  Overall MPS Math MCA-III scores were below the state average by -.3  In all math proficiency tests, MPS saw a -4.5 decrease in Math MCA-III scores. 2015 MCA III Assessment Results Summary

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16.  Reading  3 rd year of the MCA III assessment  New English Language Arts (ELA) standards aligned to the common core  Grades 5 (+3.6), 7 (+.7) and 8 (+2.7) are above the state average  Overall MPS Reading scores are below the state average by (-.9) 2015 MCA III Assessment Results Summary

17.  Marshall Data-Math & Reading Math 2014-15 Math State 14-15 (+/-)Reading 2014-15 Reading State 14-15 (+/-) Grade 3 69.4%70.9%-1.557.9%58.7%-.8 Grade 4 58.1%70%-11.955%57.9%-2.9 Grade 5 56.8%59.7%-2.970.3%66.7%+3.6 Grade 6 52.5%57.6%-5.163.5%63.9%-.4 Grade 7 58.1%55.1%+356.3%55.6%+.7 Grade 8 77%57.8%+19.258.7%56%+2.7 Grade 10R & 11M 49.5%48.7%+.851.3%57%-5.7 MPS- MCA III 59.9%60.2%-.358.5%59.4%-.9

18.   The cohort of students graduating in 2023 (in 4 th grade last year) were 5.5% below the state last year in reading; this year, they were 2.9% below the state. That’s a 2.6% increase.  The cohort of students graduating in 2022 (in 5 th grade last year) were 10.7 below the state last year in math; this year, they were 2.9% below the state. That’s a 7.8% increase.  The cohort of students graduating in 2022 (in 5 th grade last year) were 7.3% below the state last year in reading; this year, they were 3.6% above the state. That’s a 10.9% increase.  The cohort of students graduating in 2019 (in 8 th grade last year) were 7.4 above the state last year in math; this year, they were 19.2% above the state. That’s a 11.8% increase. Other Items of Interest

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20.  Science  Grade 5 is above the state average by +3.7  Grade 8 is above the state average by +8.4  MPS overall is above the state by +3.1 2015 MCA III Assessment Results Summary-Science MCA Science2014-15State 14-15(+/-) MS Grade 5 62.8%59.1% +3.7 MS Grade 8 53.7%45.3% +8.4 Secondary Grade 10 52.9%54.6% -1.7 MPS All Grades 56.1%53% +3.1

21.  Sub-Group Results Summary

22.  Celebrations-Math  Our White subgroup increased proficiency in Math by +.6 from 2014  Our SPED subgroup increased proficiency in Math by +6.3 from 2014 and reduced the achievement gap by 11.3 Achievement Gap Results Summary-Math

23.  Opportunities for Improvement-Math  Our EL subgroup decreased by -11.4 in regards to proficiency  Our Hispanic subgroup decreased by –6.2 in regards to proficiency  Our Asian subgroup decreased by –13.7 in regards to proficiency  Our Black subgroup decreased by –5.5 in regards to proficiency  Our FRP subgroup decreased by –3.3 in regards to proficiency Achievement Gap Results Summary-Math

24.  Celebrations-Reading  Our White subgroup increased proficiency in Reading by +1 from 2014  Our SPED subgroup increased proficiency in Reading by +2.8 from 2014 Achievement Gap Results Summary-Reading

25.  Opportunities for Improvement-Reading  Our FRP subgroup decreased by -2 in regards to proficiency  Our Hispanic subgroup decreased by -5.2 in regards to proficiency  Our Asian subgroup decreased by -.2 in regards to proficiency  Our Black subgroup decreased by -1.7 in regards to proficiency  Our EL subgroup decreased by -1.1 in regards to proficiency Achievement Gap Results Summary-Reading

26.   Reading—some pockets of success (3/7 grade levels above state average) but also pockets of concern  Math—some pockets of success (3/7 grade levels above state average) but also pockets of concern  Science—more celebrations (2/3 grade levels above state average)  Subgroups—in general, our subgroups did not meet expectations MCA Summary

27.   Based on participation, proficiency, and graduation/ attendance rate (school specific)  AYP indexes and targets continue to increase annually  No individual school or the district made AYP in 2015 AYP Summary

28.   Is the “new” accountability system in Minnesota  Includes proficiency, growth, achievement gap reduction, and graduation  West Side is the only school that is eligible for a MDE “designation” (such as Continuous Improvement) MMR

29.  NWEA 2014-2015 SPRING NWEA MAP OVERVIEW FOR ISD 413 NATIONAL NORM COMPARISON Grade Math Reading MPS Mean Norm MeanDifference MPS MeanNorm MeanDifference Kindergarten158.6158.7-0.1 157.2157.6-0.4 1st Grade180.6180.8-0.2 179.4177.51.9 2nd Grade193.0192.10.9 190.6188.71.9 3rd Grade204.1203.40.7 200.9198.62.3 4th Grade213.3213.5-0.2 207.7205.91.8 5th Grade229.2221.47.8 217.9211.86.1 6th Grade233.7225.38.4 219.4215.83.6 7th Grade236.4228.67.8 222.3218.24.1 8th Grade243.8230.912.9 227.4220.17.3 9th Grade239.6233.46.2 226.0221.94.1 10th Grade249.3232.416.9 231.1221.29.9 Average5.6 Average3.9 In the norm group samples, each district's base calendar was used to determine instructional days. Using the instructional days data, time frames for beginning of the year tests, middle of the year tests, and end of the year tests were established. The centers of these time frames were roughly 20 days (fall), 80 days (winter), and 130 days (spring) from the beginning of the academic year.

30.  NWEA 2014-2015 NWEA MAP GROWTH OVERVIEW FOR ISD 413 NATIONAL NORM COMPARISON Grade Math Reading MPS Norm Group Comparison MPS Norm Group Comparison Growth (Fall to Spring) Difference Growth (Fall to Spring) Difference Kindergarten11.422.2-10.8 10.020.1-10.1 1st Grade11.818.4-6.6 12.616.8-4.2 2nd Grade10.115.2-5.1 8.714.0-5.3 3rd Grade11.713.0-1.3 9.410.3-0.9 4th Grade10.111.6-1.5 7.27.7-0.5 5th Grade15.310.05.3 9.06.12.9 6th Grade11.47.73.7 6.74.81.9 7th Grade6.16.00.1 4.63.80.8 8th Grade7.54.62.9 5.82.9 9th Grade0.93.1-2.2 1.61.7-0.1 10th Grade4.52.32.2 2.10.81.3 Avg Growth10.510.8-0.3 8.08.3-0.3

31.   Locally-chosen assessment in mathematics and reading  Growth focused – students take this assessment in the fall and again in the spring  MPS scores tend to show our “mean RIT” in most cases above the national-norm “mean RIT” NWEA Summary

32.   Best Practices: Many things are going well. We need to improve in identifying what is working well and then share that information with other grade levels and/or same-grade teachers.  Curriculum: We need to ensure that teachers are familiar with state standards and benchmarks and verify that curricular materials selected and used adequately cover those.  Data: We need to continue to evaluate data, utilize data for decision making, and provide quality, relevant, and timely professional development (relative to what the data shows) for our staff.  Evaluation: We need to evaluate existing programs and their effectiveness – specifically, interventions provided for struggling learners. Response & Direction

33.   Professional Development: We need to determine what effective tools, strategies, and professional development are available and provide those to our staff so they can work better with our changing demographics and student population.  Professional Learning Communities: It is critical that our PLC’s are effective – to work with colleagues to understand what a standard means, discuss strategies to help identify what works in classrooms, and use data to make instructional decisions.  Standards Based Learning: The need for “re-teaching” when students do not understand a particular concept is incorporated into Standards Based Learning, which is likely to help improve student achievement. Response & Direction

34.   Continue a focus on collaboration and team work amongst colleagues  Identify priority areas and work to develop action plans to address those areas  Focus on working SMARTER not harder Response & Direction

35.   For further data analysis, please visit the MDE report card at the following website: http://rc.education.state.mn.us/ MDE Report Card