1. Melrose High School 2014 MCAS Presentation October 6, 2014

2. Presentation agenda Essential Questions Some Key Terms and Abbreviations Major Findings Progress & Performance Index (PPI) PPI & Accountability Level Data for All Students Data for High Needs Students Student Growth Percentiles (SGP) Cumulative Performance Index (CPI) Next Steps

3. Essential Questions 2014 MCAS Results What is the level of student achievement and growth at Melrose High School? What can achievement and growth tell us about curriculum, instruction, and learning at Melrose High School? 3

4. Some Key Terms and Abbreviations PPI – (progress and performance index) - 100 Point measure of a school’s progress towards narrowing proficiency gaps. This is a weighted average over four years with greater weight for most recent year. CPI – Composite Performance Index (calculated by averaging all the “points” each student earns on a 100 point scale.) Proficient and Advanced scores earn 100 points and High Needs Improvement scores earn 75, Low Needs Improvement scores earn 50, etc.) SGP – Student Growth Percentile (calculated by comparing a student’s score on this year’s test and giving them a percentile rank of all others who had the same score on last year’s test.) SGP of 40-59 is considered normal and moderate annual growth.

5. Major Findings Progress was made toward closing the achievement gap. In Math, the SGP of 64 for special education students indicates high growth for this subgroup. Efforts in curriculum, instruction, and assessment at the high school have shown impact on our scores. In English, students who are identified as “high need” are achieving at the same high level of advanced or proficient (88 – 100%) as students overall.

6. Increase in the number of students achieving advanced and proficient. Science – there has been a 19 point increase in the % of students achieving advanced or proficient on the MCAS. 6 Major Findings (cont.)

7. Progress and Performance Index (PPI) Progress and Performance Index, or PPI, includes data on narrowing proficiency gaps, growth (SGP), MCAS participation, graduation rates, and dropout rates. MeasureOverall GoalAnnual Target PPISchool/District must narrow achievement gaps by 50% over a six year period (2011- 2017) Level 1: PPI of 75+ AND Participation rate of 95% or more 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% 7

8. 2014 School PPI and Accountability Level for Melrose High School 8 Annual PPI (target is 75) 92 for all groups 85 for High Needs ACCOUNTABILITY Level 1 NOTES Meeting gap narrowing goals 97% MCAS Participation

9. 2014 MCAS Results Subject & Grade% Advanced & Proficient % Needs Improvement% Warning ELA – grade 109820 MATH – grade 1086121 SCIENCE – grade 984151 9

10. 2011-2014 % of Advanced and Proficient 10 2011 2012 20132014 Adv.Prof.Adv.Prof.Adv.Prof.Adv.Prof. ELA Gr. 10 4148435157385939 Math Gr. 10 5029523161275927 Science Gr. 9 1644194626383351

11. English Language Arts History of % Scored at Advanced & Proficient Levels Gr.20042005200620072008200920102011201220132014 1077768185889489 949598 8868886858385888690 78179818380837985808283 6807774728376817673 5717871 7578757983 46858536559635764686569 37770686770667473797776 All757677 807981 11

12. Math History of %Scored at Advanced & Proficient Levels Gr.20042005200620072008200920102011201220132014 106465738581 8279838886 84063535558535260646561 7495751435661525557 648585661576171656665 5544855646571 7374 44851345756575056596367 3587574707571 8384 ALL546160 6365 6869 12 Grade 3-5 and ALL are district results; Grades 6-10 are school results.

13. Science and Technology/Engineering History of %Scored at Advanced & Proficient Levels Gr.200620072008200920102011201220132014 106370 60656484 8334552434051535251 55956 616563666064 All57 615865 13

14. % of Students Achieving Advanced or Proficient in by Subgroup ELA Gr. 10 Math Gr. 10 Science Gr. 9 All988684 High Needs946563 Students w/ disabilities 8842 Low Income1007873 African American 1007775 Subgroups with a gap to Proficiency of 20+ percentage points. 14

15. DESE Growth Percentile Ranges <20 th PercentileVery Low Growth 20 th -40 th PercentileLow Growth 40 th -60 th PercentileTypical Growth 60 th -80 th PercentileHigh Growth >80 th PercentileVery High Growth 15

16. English Language Arts Student Growth Percentile (SGP) 16 2011201220132014 ELA - All45.5476153 High Needs 49475653 Students w/ disabilities 4746.539.550.5 Low Income 49477360

17. Math Student Growth Percentile (SGP) 2011201220132014 MATH - All51.5524844 High Needs 31.55237.553 Students w/ disabilities 4840 64 Low Income 3164.540.546.5 17

18. Composite Performance Index for All Students (CPI) Subject2011201220132014 ELA96.298.3 99.4 MATH9291.394.194.8 SCIENCE84.785.486.694.1 18

19. English Composite Performance Index(CPI) 2011201220132014 English - All96.298.3 99.4 High Needs 89.994.493.398.2 Students w/ disabilities 85.489.687.196.3 Low Income 90.999.397.1100 19

20. Math Composite Performance Index(CPI) 2011201220132014 MATH - All9291.394.194.8 High Needs 78.374.682.186.6 Students w/ disabilities 6759.773.476.4 Low Income 79.789.689.493.5 20

21. Science Composite Performance Index(CPI) 2011201220132014 Science - All84.785.486.694.1 High Needs 68.568.973.184.4 Students w/ disabilities 6358.36375 Low Income 67.676.481.489.6 21

22. Next Steps - Grades 9-12 Expand learning walk-throughs to additional faculty members to support identification of best practices. Learning walkthroughs are non-evaluative classroom visits by teams of teachers and administrators designed to increase dialogue on instructional practices. More frequent observations of teaching of core instructional practices by evaluators.

23. Use of common planning time to perform in- depth analysis on the data for specific subgroups. Increase access and opportunity for all students, particularly the high needs subgroups, to participate in a standards based curriculum with high expectations. 23

24. ELA Grades 9-12 Revise and map ELA curriculum 9-12, adding more rigorous reading materials including challenging nonfiction texts. Refine rubrics and practices for use of dialectical journals to stimulate greater depth in student response to text in grades 9-12. Effect interdisciplinary planning and assessment collaboration between history/social science and ELA in grades 9-12 to support non-fiction reading and writing in response to text. Strengthen writing across content areas particularly for those students with disabilities. 24

25. Math Grades 9-12 Increase writing opportunities in math grades 9 - 12. Provide professional development and coaching to support integration of writing on a daily basis. Develop and implement brief formal assessments in math grades 9 &10 to gather more frequent feedback on students’ progress towards standards and prepare students for PARCC. 25

26. Science Grades 9-12 Increase the number of inquiry labs in grades 9-12. Increase student retention of material through the use of accountable talk and responding to informational literacy pieces. Modify assessments to incorporate review items and test items with a higher depth of knowledge to reflect anticipated changes to STE MCAS. Analyze insufficient progress of specific subgroups and create action plans to address needs. 26