Franklin Public SchoolsMCAS Presentation

November 27, 2012Joyce Edwards

Director of Instructional Services

Agenda• Introduction

o Federal Waiver for Massachusetts

o CPI and PPI

• Accountability Data and Status

o Franklin PPI Data and Indicators

o Exam Summary and P+

o Growth

• Focus Areas

• Curriculum Plans

Federal Waiver• Massachusetts was granted a waiver

from some NCLB requirements in February 2012

• Rising targets associated of Adequate Yearly Progress-AYP unhelpful in identifying school and districts in need of support

• Begins with the 2012-2013 school year

Federal Waiver• Continued commitment to high standards

and expectations • NCLB goal of 100 percent of all students

reaching proficiency by 2013-2014 school year is replaced

• Goal now is to reduce proficiency gaps by half

• Achieve goal by the end of the 2016-2017 school year

Federal Waiver• NCLB status labels eliminated • Districts and schools placed into one of

five state designated Accountability and Assistance Levels.

• Report progress using a new 100 point system called the Progress and Performance Index (PPI) instead of Adequate Yearly Progress (AYP)

• Focus on subgroup performance now includes a new “high needs” subgroup

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• Replaces Adequate Yearly Progress (AYP) • 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• PPI is constructed by using seven core indicators• Awarded up to 100 points for each indicator • Can earn a maximum of 700 points• Points earned based on the progress from one

year to the next : o 100 (Above Target)o 75 (On Target)o 50 (Improved Below Target)o 25 (No Change)o 0 (Declined)

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• Annie Sullivan Middle School• Parmenter Elementary School• Kennedy Elementary School • Helen Keller Elementary School

Accountability Status• Level 2 schools:• Remington Middle School• Horace Mann Middle School• Jefferson Elementary School• Oak Street School• Davis Thayer Elementary School

Franklin Indicators• PPI extra credit points were earned for:• Academic achievement in ELA, Math, and

Science• Increasing numbers of students who

scored in the advanced category • Decreasing number of students scoring in

the Warning category• Student growth percentages• High graduation rates• Low dropout rates

Exam Summary Analysis

• Franklin students continue to outperform students across the state

• On every MCAS test over 90% of Franklin students passed

• Some tests showing passing rates of 99%

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

the Advanced and Proficient categories • Significantly outperformed state results

on all 17 tests• High School all over 90%• ELA continues to be stronger than math

but gap narrowing• Will continue to focus on subgroups as

well as aggregate

Growth Model• 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

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

• Must continue to align to the new Massachusetts Frameworks

• Significant shifts in ELA and Math content and practices

• Mastery demands increase in proficiency levels at lower grades

• Targeted MCAS support work with identified students

Curriculum Plans

• Keys to Literacy at middle schools

• Multi-year implementation of literacy programs for elementary:oReader’s WorkshopoWriter’s Workshopo Fundations

Curriculum Plans

• Curriculum mapping o articulation of all units taught in core courses

and grades in Franklin o Will be valuable tool for staff and families o Parallels necessary alignment to the new

Massachusetts Curriculum Frameworks in Math and ELA

o Alignment is essential to meet the required standards as mandated by the state and as tested by MCAS

o Will encompass instructional changes as well as content changes

Curriculum Plans

• Professional development:obuilding internal capacity for

curriculum leadershipograduate coursesocontent and instructional workshopso instruction in the use of technologyoprofessional learning communitiesouse of consultants in Math and ELA

•  .

Future of MCAS• MCAS testing will change to reflect

adoption of the new Massachusetts Curriculum Frameworks

• MCAS testing will be phased out by 2015

• Massachusetts is part of a 24 state consortium developing the next generation of assessments-PARCC

PARCC• The Partnership of Readiness for College and

Careers (PARCC) design will incorporate four features to improve the quality and usefulness of large-scale assessmentso Be anchored in college and career readiness,o Enable deeper and richer assessments,o Measure learning and provide information on student progress

throughout the school year, ando Provide timely results.

• Will include performance based testing and summative testing

• Will be done electronically