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MCAS & DESE Information
Executive Summary of MCAS Data 2013
Overall, Millis Public Schools continues to improve on MCAS. A greater percentage of our students are performing in the P+ (Advanced and Proficient) categories in all three tested subjects with 75% of our students in ELA, 60% in math and 66% in science scoring in the top two reporting categories. Millis students outperformed the state scores in the P+ categories by 8 % in ELA, by 5% in mathematics and by 13% in science.
Breaking down the district scores into school or grade level subgroups, we see some variability. For example in ELA, Clyde F. Brown this year experienced lower than expected scores for both grade 3 and grade 4 in ELA. All other grade levels outperformed the state average ranging between two and thirteen percent. In math, all grade levels outperformed the state between one and eighteen percent and with one grade level tied with the state average. Grade 7 was the only grade level that was less than the state average by five percent. All three grade levels taking the science MCAS, outperformed the state between nine and seventeen percent.
We have seen significant growth with our students - expected growth, as defined by DESE is 40–60 %. The Massachusetts Department of Elementary and Secondary Education defines growth as:
“A student growth percentile is a measure of student progress that compares changes in a student’s MCAS scores to changes in MCAS scores of other students with similar achievement profiles. The model establishes cohorts of students with “similar performance profiles” by identifying all students with the same (or very similar) MCAS scores in prior years; all MCAS data for a student since 2006 are used (where available) to establish academic peers.”
Our district growth for ELA is 55% and 48% for mathematics, well within the expected growth range. (There is no growth data for science as it is only administered in grades 5, 8 and high school). Similarly to the P+ data, there is some variability at the building and at grade levels. In ELA, our student growth averages ranged from 46.5% in grade 6 to 70 % in grade 10. Grades 8 and 10 were above the expected growth range. In mathematics, we were in or above the expected growth range in four out of six grade levels. Grades 5 and 8 reached 67% and 76.5% respectively. Grades 4 and 10 were approaching above expected growth with 58% and 59% respectively. Grades 6 and 7 did not make expected growth with 18% and 26.5%.
On the 2013 MCAS we:
· scored above the state average
· moved more students into Advanced and Proficient in ELA and mathematics and out of the Need Improvement and Warning categories
· have student growth percentiles fall into the expected or better than expected growth range (this year, in 83 % of the tested areas).
· have a significant number of P+ over state for grades 4, 5 and 8 mathematics
· have a significant number of P+ over state for grades 7 and 8 ELA
· have a significant number of P+ over state for grades 5 and 8 in Science
Areas of concern with MCAS:
· While the number of P+ in grades 3 and 4 ELA is less than the state, the student growth percentile for those same grades is equal to or greater than the state.
· The number of P+ in grade 7 mathematics is 5% less than the state.
· Growth in grades 6 and 7 mathematics is below expected growth.
In summary, MCAS is one data point that the Millis Public Schools uses to analyze our student performance. It provides us a snapshot of our performance. However, we triangulate data in order to get a more accurate picture by using classroom assessments, standardized tests, and nationally normed assessments. In addition to MCAS, we look at AP scores, SATs, PSAT, the GMADE, the GRADE, Aimsweb, Lexia, Moby Math, STARR math, Reading Street assessments and Everyday Math data on a regular basis.
As we move forward this year, we are working on many components to improve learning. In ELA the focus will be:
· aligning our curriculum with the Massachusetts Common Core
· enhancing the Tools of the Mind curriculum in Kindergarten with the self regulatory work and the creativity involved with the program
· analyzing writing data specific to long composition
· having the Reading Specialists working in a tiered support with teachers to improve classroom instruction – a personalized approach for teachers
· data teams in all buildings
· professional development involving writing and research based instructional practices
In mathematics, the focus at the:
High School Implementing the new aligned Common Core curriculum
- Implementing the replacement courses for DTM and FST math courses at the HS
- Mapping the high school math electives
- Facilitating vertical teams to ensure rigor for all
- Implementing CMP3 in grades 6, 7 and 8
- Training for CMP3 with Pearson consultants
- Field testing with Pearson involving working with the developers of the program
- Analyzing the advantages of the double block in grades 5 and 8 to investigate the possibility of utilizing in grades 6 and 7.
- Utilizing the data teams
- Tiered approach to coaching for staff
- Utilize the online components of Everyday Mathematics and Moby Math
TO VIEW THE COMPLETE MCAS POWERPOINT PRESENTATION TO THE SCHOOL COMMITTEE, PLEASE CLICK THE LINK BELOW.
|2013 MCAS Presentation.pdf||2.6 MB|