Franklin Public SchoolsMCAS Presentation

November 19, 2013Joyce Edwards

Director of Instructional Services

Agenda• Introduction

• CPI and PPI

• Accountability Data

• Exam Summary and P+

• Growth

• Focus Areas

• Curriculum Plans

• PARCC

Introduction• Goal is to reduce proficiency gaps by half

by the end of the 2016-2017 school year• Districts and schools placed into one of

five state designated Accountability and Assistance Levels.

• Results determined using Composite Performance Index (CPI) and Progress and Performance Index (PPI)

• Results in aggregate and subgroup (high needs)

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)

PPI• 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

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 disabilitieso English language learnerso economically disadvantaged students

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

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

Accountability Status• District is a Level 2• Based on category of lowest

school• All Franklin schools are all either

Level 1 or Level 2

Accountability Status• Level 1 schools:• Franklin High School• Kennedy Elementary School

Exam Summary Analysis

• Franklin students continue to outperform students across the state

• On every MCAS test over 89% of Franklin students passed

• Some tests showing passing rates of 98%

• Overall: quite similar to last year

Exam ResultsGrade Exam % of Students

Passing

Franklin

TY/LY

% of Students

Passing

State

TY/LY

3 ELA 97/96 92/91

3 Math 95/94 89/86

4 ELA 93/95 87/86

4 Math 96/96 90/88

5 ELA 96/95 90/89

5 Math 94/93 86/83

5 Science 96/96 88/86

6 ELA 96/96 90/89

6 Math 93/94 85/84

7 ELA 98/98 93/93

7 Math 91/90 79/82

8 ELA 98/99 93/94

8 Math 89/94 80/81

8 Science 94/96 82/80

9 Biology 98/98 95/92

10 ELA 98/99 98/97

10 Math 97/96 93/93

All Grades ELA 96/97 92/91

All Grades Math 94/94 86/85

All Grades Science 96/97 88/87

P+ Analysis• P+ is percentage of students achieving in

the Advanced and Proficient categories • Significantly outperformed state results

on all 20 testso Performance over state averages as much as 21% points higher

• ELA continues to be stronger than math but gap narrowing significantly

• Will continue to focus on subgroups as well as aggregate

• Overall: quite similar to last year

P+ Results Grade Exam Proficient or

Higher

Franklin

TY/LY

Proficient or

Higher

State

TY/LY3 ELA 68/73 57/613 Math 81/73 67/614 ELA 70/79 53/574 Math 70/75 52/515 ELA 83/79 65/615 Math 80/78 61/575 Science 68/66 51/506 ELA 82/82 67/666 Math 75/77 60/607 ELA 84/87 71/717 Math 72/69 52/518 ELA 93/93 78/818 Math 74/72 54/528 Science 60/65 39/439 Biology 88/90 71/7210 ELA 95/95 91/8810 Math 92/91 80/78All grades ELA 82/84 69/69All grades Math 77/75 61/59All grades Science 71/72 53/54

Growth Analysis• SPG Range Growth Description• 1-39 Lower Growth• 40-60 Moderate/Typical Growth• 61-99 Higher 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• Typical and desired growth is 40-60%

Growth Data

Exam Student Growth PercentGrade 4 ELA 63%Grade 4 Math 59%Grade 5 ELA 52%Grade 5 Math 56%Grade 6 ELA 45%Grade 6 Math 38%Grade 7 ELA 49%Grade 7 Math 44%Grade 8 ELA 52%Grade 8 Math 51%Grade 10 ELA 55%Grade 10 Math 44%All grades ELA 52%All grades Math 49%

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

Focus Areas

• Alignment work continues to meet requirements of 2011 Massachusetts Frameworks in ELA and Math

• Significant shifts in content and pedagogy• Development of local assessments to

determine achievement and growth• Targeted MCAS support work with

identified students

Curriculum Plans

• Expanded Keys to Literacy to include writing at the middle schoolso High school training for the first time

• Continuation of extensive PD for elementary math

• Revision of elementary report cards in progress• Continued multi-year implementation of

literacy programs for elementary:o Reader’s Workshopo Writer’s Workshopo Fundations

Curriculum Plans

• Professional development:obuilding internal capacity for curriculum

leadershipograduate courseso content and instructional workshopso instruction in the use of technologyoprofessional learning communitiesouse of consultants in Math and ELA but

building internal capacity•  .

Future of MCAS• Massachusetts is part of a multi-state

state consortium developing the next generation of assessments

• PARCC is the Partnership for the Assessment of Readiness for College and Careers

• Tests are being field tested this year and piloted during the 2014-2015 school year

• State will then decide whether or not to adopt PARCC testing to replace MCAS in ELA and Math as of 2016

PARCC• Field Testing this year in 85% of MA schools

including in Franklin• Some students will take a Performance Based

Assessment (PBA)• Some students will take the End of Year

(EOY)Assessment• Some students will take both• Some testing will be done electronically and some

paper/pencil• Complete list of schools will be available in early

December

PARCC• Future decisions:• Will we choose to opt out of MCAS testing this year

(where possible) to avoid double testing students?o Decision to be finalized when complete list of schools/grades/classes is

available in Decembero Will only apply to students taking the PBA assessmento Will create data gaps for future analysis

• There will be no district or student data for PARCC

• Will we choose exclusively PARCC or MCAS next year?o As of now, the state is stating that districts will be able to make this

choice• If PARCC-will create data gaps as there will not be historical data• If MCAS-will be data gaps with historical data if we opt some

students out of MCAS tests this year