State Release of Student Assessment Data An Update from the Assistant Superintendent for Learning & Teaching September 2016

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1 State Release of Student Assessment Data An Update from the Assistant Superintendent for Learning & Teaching September MCAS and PARCC results released As you may know, the Massachusetts Department of Secondary and Elementary Education (DESE) released results today for last spring s state assessments. This includes Grades 3-8 PARCC results for both English Language Arts and Mathematics, the Science and Technology/Engineering MCAS results for Grades 5/8/10, as well as the high school MCAS results for English Language Arts and Mathematics. District and school accountability data were also released. The PARCC and MCAS assessment data are assembled in several different tables below. In addition to the achievement levels in each content area, we have also created tables to examine the median Student Growth Percentile and the Composite Performance Index in all applicable areas, as that data also provide us important information. The Student Growth Percentile () measures how much a student s performance has improved from one year to the next relative to his or her academic peers (other students statewide with similar scores in prior years). The Composite Performance Index () measures the extent to which groups (districts, schools, and subgroups) are progressing toward full proficiency. When examining the data for student groups, the transitional can be used for comparing results across years, and the median can be used for measuring growth from one year to the next. (See the attached tables for further explanation of both and.) Some initial findings In Mathematics, 93 of Reading high school students scored Proficient or higher, which includes 70 who scored at the Advanced level. This year s median (at 55) also represents the highest median for RMHS math since the state began reporting Student Growth Percentiles. In English Language Arts, 99 of our high school students scored in the Proficient/Advanced range which includes 64 scoring at the Advanced level. In Science, 92 of high school students scored in the Proficient/Advanced range. The data for the elementary and middle level, however, continue to indicate the need to update our curriculum and instruction at these levels. This work began last year of course, and it continues to be a priority for the district in order to align with the state s new curriculum framework and revised assessment due in Thirty-two (32) of the 36 median Student Growth Percentiles () in ELA and Mathematics (across all three levels) are in the moderate or high growth range (with 13 of those in the high growth range). Reading students showed an overall improvement in twenty-nine (29) of the forty-four (44) PARCC assessments and five (5) out of ten (10) MCAS assessments. Fifteen (15) of the 30 Composite Performance Indexes () in ELA and Math for the elementary schools represent an improvement over last year. The for the 8 th grade Algebra I test is 100 again this year, meaning that all students in 8 th grade Algebra I either met or exceeded. According to DESE accountability ratings, RMHS moved from 2 to 1 this year. Joshua Eaton Elementary remains classified as 3, and all other schools are classified as 2. (See the Accountability Data table below for more information.) As the DESE 3 classification indicates a focus on the high needs subgroup, we are especially examining the data for this group of students. The high needs Cumulative Progress and Performance Index (PPI) ratings for Eaton indicate an increase from a 36 PPI in, to a 56 PPI in, and a 61 PPI in. The district PPI index has also increased from 44 in to 57 in. There is still progress to be made, however, in this area. We are continuing to review all the information that has been released; and we also, of course, continue to improve the curriculum, instruction, and assessment in all content areas and grade levels. In upcoming weeks, the district, school, and student results will be used to identify our current strengths and weaknesses, review curriculum and instructional alignment, and identify appropriate interventions for students where applicable. We will also utilize released assessment items including test questions, scoring rubrics, and examples of scored student responses to inform our practice. The DESE has announced that individual student reports will be shipped to the districts this week, and so parents/guardians can expect to receive those reports in the beginning of October. An overview presentation of the district assessment data will be given for the School Committee later this fall, and each school will also be doing its own school-level presentation in order to more fully discuss and identify each school s individual progress. If you have any questions, feel free to contact your school Principal or the district administration offices. 1

2 English Language Arts & Mathematics MCAS For Reading Memorial High School (with overall state data and also / results) High School English Language Arts and Mathematics MCAS (Percentage of Students at each achievement score level) Higher Adv Prof NI W Higher Adv Prof NI W Higher Adv Prof NI W RMHS ELA RMHS Math State HS ELA State HS Math Adv=Advanced / Prof=Proficient / NI=Needs Improvement / W=Warning (Failing) High School Student Growth Percentiles () High Growth Moderate Growth Low Growth Moderate to High Growth Median Moderate to High Growth Median Moderate to High Growth RMHS ELA RMHS Math Massachusetts measures growth for students by comparing the change in their achievement on statewide assessments to that of their academic peers (all other students in the state who previously had similar historical assessment results). The state defines moderate (or expected) growth to be between the percentile, with low growth as below the 40 th percentile and high above the 60 th percentile. Median Science and Technology/Engineering MCAS For all Reading Public Schools (with overall state data and also / results) Science and Technology/Engineering MCAS (Percentage of Students, by school, at each achievement score level) Higher Adv Prof NI W Higher Adv Prof NI W Higher Adv Prof NI W Barrows Birch Meadow Eaton Killam Wood End Coolidge Parker RMHS State Gr State Gr State HS Adv=Advanced / Prof=Proficient / NI=Needs Improvement / W=Warning (Failing) 2

3 English Language Arts / PARCC Results PARCC Achievement s 1 = Did not yet meet 2 = Partially met 3 = Approached 4 = Met 5 = English Language Arts / PARCC (Percentage of students, by school and grade level, at each achievement score level) 1 Did not yet meet 2 Partially met 3 Approached 4 Met 5 s s Barrows Grade Grade Grade Birch Meadow Grade Grade Grade Eaton Grade Grade Grade Killam Grade Grade Grade Wood End Grade Grade Grade Coolidge Grade Grade Grade Parker Grade Grade Grade District (RPS) Grade (See next page for Math results) 3

4 Mathematics / PARCC Results PARCC Achievement s 1 = Did not yet meet 2 = Partially met 3 = Approached 4 = Met 5 = Mathematics / PARCC (Percentage of students, by school and grade level, at each achievement score level) 1 Did not yet meet 2 Partially met 3 Approached 4 Met 5 s s Barrows Grade Grade Grade Birch Meadow Grade Grade Grade Eaton Grade Grade Grade Killam Grade Grade Grade Wood End Grade Grade Grade Coolidge Grade Grade Grade Gr 8 Algebra I Parker Grade Grade Grade Gr 8 Algebra I District (RPS) Grade (See next page for information) 4

5 Reading Public Schools Student Growth Percentiles () / Composite Performance Index () Student Growth Percentile (): Massachusetts measures growth for individual students by comparing the change in their achievement on statewide assessments to that of their academic peers (all other students in the state who previously had similar historical assessment results). The state defines moderate (or expected) growth to be between the percentile, with low growth as below the 40 th percentile and high growth as above the 60 th percentile. Composite Performance Index (): A 100-point index that assigns 100, 75, 50, 25, or 0 points to each student based on their performance. The total points assigned to each student are added together and the sum is divided by the total number of students assessed. The resulting (a number between 0 and 100) for a district, school, or group is then the measure of the extent to which students are progressing toward proficiency (a of 100). All groups (districts, schools, and subgroups) are expected to halve the distance between their level of performance in 2011 and proficiency by 2017, and improvement each year (even if falling short of the year s target) is an element of the DESE accountability formula. For each school, content area, and grade level, the below table summarizes the median Student Growth Percentiles () and the transitional Composite Performance Index () for the aggregate group (all students), generated using linked PARCC and MCAS scores where applicable. For each content area in the below table, this data is in bold, and the / data is listed in the columns to the immediate right. English Language Arts / Mathematics Student Growth Percentiles () PARCC / PARCC / MCAS School/Grade English Language Arts PARCC PARCC / MCAS Mathematics PARCC PARCC / MCAS Barrows Grade 3 N/A N/A N/A N/A N/A N/A Grade Grade Birch Grade 3 N/A N/A N/A N/A N/A N/A Grade Grade Eaton Grade 3 N/A N/A N/A N/A N/A N/A Grade Grade Killam Grade 3 N/A N/A N/A N/A N/A N/A Grade Grade Wood End Grade 3 N/A N/A N/A N/A N/A N/A Grade Grade Coolidge Grade Grade Grade Algebra I N/A N/A N/A N/A Parker Grade Grade Grade Algebra I N/A N/A N/A N/A (See next page for and accountability information) 5

6 English Language Arts / Mathematics / Science Composite Performance Index () PARCC / PARCC / MCAS School/Grade English Language Arts Mathematics Science Barrows Grade N/A N/A N/A Grade N/A N/A N/A Grade Birch Grade N/A N/A N/A Grade N/A N/A N/A Grade Eaton Grade N/A N/A N/A Grade N/A N/A N/A Grade Killam Grade N/A N/A N/A Grade N/A N/A N/A Grade Wood End Grade N/A N/A N/A Grade N/A N/A N/A Grade Coolidge Grade N/A N/A N/A Grade N/A N/A N/A Grade Algebra I N/A N/A N/A N/A N/A N/A N/A Parker Grade N/A N/A N/A Grade N/A N/A N/A Grade Algebra I N/A N/A N/A N/A N/A N/A N/A District Accountability Data District Accountability PPI All Students PPI All Students PPI All Students PPI High Needs PPI High Needs PPI High Needs Reading PS School Accountability Barrows 2 Birch Meadow 2 Eaton 3 Killam 2 Wood End 2 Coolidge 2 Parker 2 RMHS 1 All Massachusetts schools and districts with sufficient data are classified into one of five accountability and assistance levels (1-5), with the highest performing in 1 and lowest performing in 5. In general, a district is classified into the level of its lowest performing school, unless the district was independently classified into 4 or 5 as a result of action by the Board of Elementary and Secondary Education. The Cumulative Progress and Performance Index (PPI) combines information about narrowing proficiency gaps, growth, and graduation and dropout rates over four years into a single number between 0 and 100. For a group to be considered to be making progress toward narrowing proficiency gaps, its cumulative PPI should be 75 or higher. For more detail and information regarding each school s accountability classification and data, see the DESE website at: 6