“Let us not be content to wait and see what will happen, but give us the determination to make the right things happen”- Horace Mann2014 MCAS OverviewPrepared by Mary Ellen Carideo, Principal

Progress and Performance Index (PPI)

• Massachusetts's measures each school and district’s progress toward the goal of reducing proficiency gaps by half between 2010-2011 and 2016-2017.

• Schools classified into one of five accountability and assistance levels.

• Sufficient progress toward narrowing proficiency gaps are classified into Level 1, while the state’s lowest performing schools are classified into Levels 4 and 5.

• Districts are classified based on the level of their lowest performing school.

• If one or more subgroups in the school are among the lowest performing 20% of subgroups, schools are classified into Level 3.

Horace Mann : Level 3• Horace Mann is classified as a level 3 school for being among

the lowest perform 20% of subgroups focused on high needs group. • ELL, students with disabilities, Free and Reduced Lunch• The inclusion of high needs groups in accountability

determinations holds schools accountable for the performance of students belonging to historically disadvantaged groups.

Required Actions for Districts and Schools Classified Into Level 3

• Analyze disaggregated data for all student groups to ensure interventions and supports are appropriately aligned to address needs;

• Review the performance of students with disabilities and consider improvement or capacity building activities, as appropriate.

• Use the Conditions for School Effectiveness Self-Assessment or the District Standards Self-Assessment to review and revise district and school improvement plans with respect to the level of implementation of Massachusetts’ District Standards and Indicators and the Conditions for School Effectiveness.

Conditions for School Effectiveness Students cannot wait for incremental improvement in their educational

conditions.

.• Established a School Leadership Team • Disaggregate data• Identify areas of need • Identify intervention and extension• Collaborate to develop action plans for all students scoring

‘warning’. • Engage colleagues in appropriate professional development.• Participate in district learning walks

Conditions for School Effectiveness The process must be grounded in a cycle of continuous improvement, informed by data, driven by results, and with a laser-like focus on implementation of a few high-leverage strategy objectives &Monitoring of progress must focus on outcomes and how the activities outlined in the plan are serving the best interest of students.

• Develop student success plans for all students scoring Needs Improvement an Warning.

• Develop a systemic approach to gather data on high-needs students including goal setting, progress monitoring meetings and individual action plans for special education students. (every 6 weeks)

• Continue grade level data meetings, three times annually , for math and literacy.• Implement appropriate math and literacy interventions with fidelity. • Collaborate to develop rigorous, embedded learning objectives that reflect high

expectations and learning objectives.• Develop professional practice and student learning SMART goals designed to

move more students from proficient to advanced and from needs improvement and warning to proficient.

• Provide enrichment/extension and remediation/re-teaching within and beyond the school day.

• Collect, analyze and develop re-teaching plans in math and writing; particularly response to text.

Conditions for School EffectivenessThe process requires time, attention, and commitment and should be a central part of district leaders’ daily work.

• Development of a district strategic plan including four strategic objectives: Planning, Content and Curriculum, Instruction and Assessment and Data.

• Ongoing professional development institutes• Ongoing instructional coaching• Non-evaluative learning walks rooted in a shared focus of

inquiry (Superintendents, Department Chairs, teachers, principals).

• Implementation of the Educator Evaluation System• Shared leadership meetings focused on calibration

(Administrators and Department Chairs).

Conditions for School EffectivenessCollaboration between and among stakeholders is essential for accelerated and sustaining improvement.

• School sponsored curriculum workshops for parents.• Instructional Leadership and Instructional Support Team

presentations • Title 1 Workshops and presentations

Conditions for School EffectivenessThe process requires a willingness to challenge and be challenged, to honestly assess progress and confront difficult issues, and to make the necessary mid-course corrections based on a robust analysis of evidence.

• Revise School Improvement Plan• Adjustments to staffing assignments• Adjustments to faculty meeting, early release time.• Adjustment to student groupings where appropriate.

How will we assess progress?• Local assessments• Math benchmark exams• Math performance tasks• DIBELS assessment of oral fluency• DAZE Comprehension Assessment• Pearson Post Tests• Response to Text data

Mid-Year GoalLiteracy• At the middle of the 2014-2015 school year, 85% of all students in K-5

will meet Tier 1 Benchmark and 10% will exceed as evidenced by the Dibbles Oral Reading Fluency Assessment (DORF) (Administered September, January and June).

• • • High Needs Students will demonstrate realistic growth on the DORF

(Measured twice monthly; first and fifteenth). • 1st Grade: 2.0 words per week• 2nd Grade: 1.5 words per week• 3rd Grade: 1.0 words per week• 4th Grade: .85 words per week• 5th Grade: .30 words per week. •  

Mid-Year Goal Math• Through supporting educator teams in the use of formal and

informal methods of assessments, and by supporting teams to identify appropriate interventions and adjustments to practice, the following will reach the Tier 1 Benchmark as indicated by the Math Middle of the Year Assessment:

• First grade 80%• Second grade: 80%• Third Grade: 70%• Fourth Grade: 70%• Fifth Grade: 60%

Percent of Students Proficient and Advanced: All Students

Test Number of students 2013

Percent 2013

Number of students 2014

Percent 2014

Difference

ELA 96 of 140

49% 108 of 139

78% +29%

Math 91 of 140

55% 92 of 139

66% +11%

Science (Grade 5)

19 0f 46 42% 23 of 47 49% +7%

Percent of Students Proficient and Advanced: High NeedsTest Number of 

Students 2013

Percent 2013

Number of Students 2014

Percent 2014

Difference

ELA 16 of 40 40% 15 of 37 40% -

Math 11 of 40 28% 10 of 37 27% -1%

Science (Grade 5)

3 of 17 18% 1 of 12 8% -10%