Report

NATICK PUBLIC SCHOOLS 2014 MCAS SCORES RANKINGS • According to schooldigger.com • District • NHS 43/318 59/343 - Boston Magazine #38 • Kennedy • Wilson 53/357 66/357 • • • • • Ben Hem Memorial Brown Lilja Johnson 108/866 113/866 49/866 101/886 82/866 ADVANCED AND PROFICIENT TEST NATICK STATE AVERAGE Diff. 10 ELA 10 SCIENCE 10 MATH 97 89 92 90 71 79 7 18 13 8 ELA 89 79 10 8 MATH 70 52 18 8 SCIENCE 7 ELA 7 MATH 6 ELA 6 MATH 5 ELA 5 MATH 5 SCIENCE 4 ELA 4 MATH 3 READING 3 MATH 56 88 73 85 73 79 75 69 78 78 78 82 42 72 50 68 60 64 61 53 54 59 57 68 14 16 23 17 13 15 14 16 24 21 21 14 DISTRICT ELA % PROFICIENT & ADVANCED 120 97 100 85 80 78 78 79 Grade 3 Grade 4 Grade 5 88 89 Grade 7 Grade 8 60 40 20 0 Grade 6 Grade 10 GRADE 3 READING 11 YEARS 84 82 82 82 81 80 78 78 78 78 78 78 78 77 76 75 74 72 70 Reading 04 Reading 05 Reading 06 Reading 07 Reading 08 Reading 08 Reading 10 Reading 11 Reading 12 Reading 13 Reading 14 GRADE 3 READING ADVANCED & PROFICIENT/ADVANCED 90 83 80 80 81 80 74 70 60 50 40 31 33 30 20 25 20 17 10 0 Ben-Hem Brown Johnson Lilja Memorial GRADE 3 READING COMPARISON 90 78 80 70 60 50 40 30 20 10 0 68 64 69 70 72 73 73 74 79 80 80 80 80 81 83 GRADE 4 ELA COMPARISON 90 84 80 70 64 60 53 50 40 30 20 10 0 66 66 69 70 72 74 76 78 78 79 80 80 GRADE 7 ELA 100 95 90 80 70 60 50 40 30 20 10 0 85 78 80 87 88 88 88 88 89 89 91 CURRENT GRADE 9 ELA PROGRESSION 95 92 90 89 85 83 80 77 77 Grade 5 2011 Grade 6 2012 75 70 65 Grade 4 2010 Grade 7 2013 Grade 8 2014 GRADE 10 ELA 12 YEAR COMPARISON 120 98 100 80 79 88 89 88 ELA 06 ELA 07 ELA 08 95 95 94 ELA 10 ELA 11 ELA 12 97 97 ELA 13 ELA 14 77 73 60 40 20 0 ELA 03 ELA 04 ELA 05 ELA 09 GRADE 10 ELA 100 99 99 Grade 10 ELA 98 97 97 96 96 95 94 93 95 95 96 97 97 97 97 97 CURRENT GRADE 11 ELA PROGRESSION 120 97 100 87 89 92 77 80 69 60 40 20 0 Grade 4 2008 Grade 5 2009 Grade 6 2010 Grade 7 2011 Grade 8 2012 Gade 10 2014 DISTRICT MATH 100 93 90 82 80 73 75 73 73 Grade 6 Grade 7 70 70 60 50 40 30 20 10 0 Grade 3 Grade 4 Grade 5 Grade 8 Grade 10 GRADE 3 MATH 95 90 87 85 80 80 78 75 70 65 75 78 81 82 82 83 83 84 85 87 88 89 GRADE 4 MATH 90 83 78 80 70 60 50 40 30 20 10 0 60 61 61 63 64 65 65 68 70 71 72 73 73 74 78 GRADE 6 MATH - 12 YEAR COMPARISON 90 80 75 73 70 60 50 68 68 Math 05 Math 06 78 73 75 72 73 69 55 46 40 30 20 10 0 Math 03 Math 04 Math 07 Math 08 Math 09 Math 10 Math 11 Math 12 Math 13 Math 14 GRADE 8 MATH 90 80 74 70 67 63 60 50 40 30 20 10 0 57 68 69 70 70 70 74 77 78 MIDDLE SCHOOL MATH Wilson 7 Advanced 28 31 37 35 29 25 Wilson 7 A/P 71 76 70 72 72 73 Kennedy 7 Advanced 21 32 34 43 37 33 Kennedy 7 A/P 71 81 76 80 71 76 Wilson 8 Advanced 34 35 35 33 33 25 Wilson 8 A/P 66 74 64 71 73 68 Kennedy 8 Advanced 25 40 49 32 42 37 Kennedy 8 A/P 64 75 80 73 84 78 2009* 2010 2011 2012 2013 2014 GRADE 10 MATH 96 95 94 94 93 92 91 90 89 88 88 86 84 82 80 78 84 88 93 93 94 95 CURRENT GRADE 11 MATH PROGRESSION 100 92 90 80 73 70 69 68 Grade 4 2008 Grade 5 2009 71 70 Grade 7 2011 Grade 8 2012 60 50 40 30 20 10 0 Grade 6 2010 Grade 10 2014 GRADE 9 SCIENCE (PHYSICS) 96 94 94 93 92 92 90 90 89 88 88 87 86 86 84 82 80 78 76 83 82 89 90 Ben-Hem Advanced/Proficient 100 80 % 60 40 20 0 2008 2009 2010 2011 2012 2013 2014 Grade 3 ELA 70 71 81 73 84 80 74 Grade 3 Math 65 73 86 78 83 83 80 Grade 4 ELA 65 75 90 80 79 79 84 Grade 4 Math 56 75 83 78 78 86 71 Brown School Advanced/Proficient 100 90 80 70 % 60 50 40 30 20 10 0 2008 2009 2010 2011 2012 2013 2014 Grade 3 ELA 86 85 80 87 84 85 80 Grade 3 Math 91 89 90 97 89 92 88 Grade 4 ELA 82 78 81 74 89 76 80 Grade 4 Math 85 71 75 63 70 70 83 Johnson School Advanced/Proficient 100 90 80 70 % 60 50 40 30 20 10 0 2008 2009 2010 2011 2012 2013 2014 Grade 3 ELA 75 70 69 71 78 75 83 Grade 3 Math 77 57 63 84 77 72 89 Grade 4 ELA 75 80 77 79 78 83 69 Grade 4 Math 60 74 45 69 80 80 78 Lilja School Advanced /Proficient 100 90 80 70 % 60 50 40 30 20 10 0 2008 2009 2010 2011 2012 2013 2014 Grade 3 ELA 77 78 88 76 81 82 81 Grade 3 Math 88 82 86 65 89 89 82 Grade 4 ELA 71 76 81 72 69 75 76 Grade 4 Math 74 77 76 74 60 74 74 Memorial School Advanced/Proficient 100 90 80 70 % 60 50 40 30 20 10 0 2008 2009 2010 2011 2012 2013 2014 Grade 3 ELA 86 81 86 82 85 86 80 Grade 3 Math 91 77 85 76 81 92 81 Grade 4 ELA 66 86 87 79 80 76 79 Grade 4 Math 64 94 81 81 70 72 68 TRACKING OUR ELA GOALS GOAL AREA ‘13: WRITING: ELABORATION (CLAIM/EVIDENCE/REASONING) 2013-10 2014-10 2013-8 2014-8 2013-7 text types and 2014-7 purposes text types and purposes 2013-6 Key ideas and 2014-6 details Key ideas and details 2013-5 Integration of knowledge and2014-5 Ideas Integration of knowledge and Ideas 2013-4 2014-4 2013-3 2014-3 0 50 100 0 50 100 ELA RECOMMENDATIONS • Analyze those MCAS items that have been correlated to the PARCC. • Implement PARCC based writing assignment that measures student growth in all subject areas • Focus regular assessment that allows students to practice analysis/synthesis of several texts in writing • Refine and align common writing assignments to mirror PARCC writing requirements • Focus on texts types/purposes an writing production/distribution in lower grades (K-12) • Continue focus on key ideas and idea development (see prior slide) INTERPRETING ‘14 MATH DATA • Note: while the standards have remained the same in mathematics from ’13’-14, the way the standards are reported have changed. • 2014 data is more granular and specific • Major trends are reported here • Note: as we articulate to CCSS, there are bridge years required to make changes and become adept at teaching new concepts. • Performance in NPS remains competitive with like districts. TRACKING OUR MATH GOALS GOAL AREA ‘13: NUMBER SENSE Grade Level ‘13 Strengths ‘13 Weaknesses ‘14 Strengths ’14 Weaknesses 3 --4 operations see patterns --geo reasoning with shapes --solve problems & see relationships between mult/div --patterns within arithmetic --geometric measurement, perimeter & using mult/add in area problems --represent & interpret data --Represent problems with mult/divi 4 --represent & interpret data measurement & data, --algebraic thinking & operations --notation of fractions & decimals --understand volume and relate to add/mult --algebraic patterns --building fractions & understanding of operations on whole #s (new) --solve problems in measurement using estimation of time, liquid volume, mass TRACKING OUR MATH GOALS GOAL AREA ‘13: NUMBER SENSE Grade Level ‘13 Strengths ‘13 Weaknesses ‘14 Strengths ’14 Weaknesses 5 --mult/div, +/fractions fractions (NEW) --use equivalent fractions; --graph pts on coordinate plane to real world problems --write and interpret numerical expressions --Classify 2-D figures based on properties --convert measurement s --analyze algebraic patterns and relationships --volume related to multi/div --graph points on a coordintate plane to solve real world problems Bold: continued goal area TRACKING OUR MATH GOALS GOAL AREA ‘13: NUMBER SENSE Grade Level ‘13 Strengths ‘13 Weaknesses ‘14 Strengths ’14 Weaknesses 8 -Pythagorean Theorem --patterns in bivariate data --solve real world problems with geometry (volume and cylinders, cones and spheres) --linear expressions --analyze and solve linear equations --# system irrational #’s and approximatin g them to rational #’s --Define, evaluate & compare functions --investigate patterns of association in bivariate data Bold: must deepen work in patterns/bivariate data—critical thinking is at the core of this work TRACKING OUR MATH GOALS GOAL AREA ‘13: NUMBER SENSE Grade Level ‘13 Strengths ‘13 Weaknesses ‘14 Strengths ’14 Weaknesses 10 --creating equations to represent problems --Summarize, categorize, interpret data on two categorical and quantitative variables --interpreting data/structur e of expressions --perform arithmetic operations on polynomials --real life geometry problems involving area, surface area, angles --explain volume and use it to solve real-world problems --interpreting linear models --building fractions that model a relationship between 2 quantities Bold: Progress but does it exist across strands (geo, algebra, measurement)? MATH RECOMMENDATIONS • Analyze those MCAS items that have been correlated to the PARCC. • Focus 5-12 on Math Practices (cross-cutting big ideas in the Common Core Curriculum) for all staff • Focus on real-world problem solving and application over rote memorization and use of algorithms • Continue to encourage adaptive, personalized math practice products employed at secondary level, across system • Continued focus on Number Sense Domain (to cement gains) • Focus on application of math ideas to real-world situations/application of critical thinking SCIENCE RECOMMENDATIONS • New State Standards are STILL pending: • Achievement by grade 10 among the strongest in our cohort • Focus on science for METCO program and sub-group tutoring this year • Elementary draft mapping plan correlating to new standards completed summer 2014 • Arranging Elementary Graduate Course for Staff Summer 2014 to learn new standards and content area • Middle School Curriculum Leadership reaching out to other districts to examine spiraling science curricula • Increased focus on PARCC-like tasks transfer well to the analysis required for science reading and writing • PARCC tasks designed to examine data sets, charts, tables, etc. will give our students more regular access to analytical tasks demanded in science MCAS (or whatever next test may be--see math recommendations for volume, problem solving, area, etc.) TRAINING IN ASSESSMENT LITERACY AND USE OF DATA • District Determined Measures, while a state mandate, present an opportunity to train staff to: • Use assessment data to track and push growth for students • Learn to use assessment data to design interventions and follow-up instruction • Train staff to calibrate scoring of common assessments and unify expectations for the Natick Schools • Professional Development is prioritized around identified trends in literacy and mathematics achievement • Literacy guide in technical subjects (Common Core guidance) dictates our work in other subjects CLOSING GAPS • Accountability ratings now rest on gap closing between regular ed/white students and sub groups • Achievement as a sole measure strongly correlates to socioeconomic status of the schools, but low-income students typically make expected growth with interventions • Celebrate Johnson and Wilson • Rising and shifting poverty and high-needs students in district may require revision of resource distribution • More advanced students than ever • Achievement = “NorthEast;” gap is slowly narrowing but not at pace with state suggested targets (hence the Level 2 status) • Students of color at NHS are achieving solidly on MCAS, but not as well as white counter parts; GPAs lag behind potential demonstrated in MCAS scoring