SLT Presentation November 14, 2013 MIE 2012-2013 EOG
Results
Slide 2
Agenda New test context Common Core Data results What happened?
Whats next? - Action Plan Questions, comments
Slide 3
MIE Record of Success Met or exceeded growth standards every
year of the schools existence High growth for the past three years
78.6% proficient in 2011-2012 close to ABC School of Distinction
54% Economically Disadvantaged Years of steady growth with all
sub-groups despite population change, re-normed tests
Slide 4
Common Core State Standards NC Essential Standards The 2012-13
EOG and EOC tests were the first to reflect the new Common Core
State Standards for English/Language Arts and Math and North
Carolina Essential Standards for other subject areas. These
standards set a new benchmark for what students are expected to
know to graduate college- and career-ready. The new standards and
the assessments that measure them are more challenging and more
demanding of our students. They ask students to demonstrate
higher-level thinking and reasoning skills to better prepare them
to succeed in tomorrows global workplace. In the past, proficiency
standards only addressed what students needed for success at the
next grade level. The new proficiency standards address how ready
students are for college and careers, and whether students are on
track to be ready by high school graduation. Forty five states and
the District of Columbia have adopted the CCSS, reflecting a
national commitment to ensuring all students graduate college- and
career-ready. When states transition to higher standards, it is
common for proficiency scores to drop dramatically as compared to
previous years. It doesnt mean that students learned less or lost
ground.
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Common Core State Standards NC Essential Standards The new
scores cannot be accurately compared to the old ones because the
tests, the standards and the proficiency requirements are
different. We expect students to reach higher levels of learning
than ever before and the scores set a new benchmark for learning.
The transition to new benchmarks, while difficult, is necessary to
better prepare our students for college and to compete for jobs in
tomorrows global workplace. We expect that as students become more
familiar with the new standards, we will see improvements in test
scores. That is the pattern we have seen in the past when North
Carolina raised standards and expectations. We knew these new tests
would be particularly difficult for our economically disadvantaged
population
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2012-2013 MIE EOG Data SubjectCMSMIEDifference Reading
346.635.2-11.4 Reading 445.442.7-2.7 Reading 540.528.9-11.6
Reading35.2 Math 350.040.7-9.3 Math 451.754.4+2.7 Math
551.137.2-13.9 Math43.8 Science 547.323.1-24.2
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2012-2013 MIE EOG Data MIE Composite Score 36.9% EVAAS Growth
Status Not Met Met Expected Growth in 4 th Grade Reading Exceeded
Growth in 4 th Grade Math Did not meet Expected Growth in 5 th
Grade Math, reading and Science 2012-2013 scores are a BASELINE
they do not affect students grades or placement
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EVAAS? Education Value-Added Assessment System SAS Institute
based in Cary, N.C. EVAAS is a statistical analysis of student
assessment data, such as the EOG and EOC assessments, over time. It
provides districts and their schools with growth data to consider,
in addition to achievement data. This lens of measuring student
learning provides educators with information to help ensure they
are meeting the academic needs of cohorts of students, as well as
individual students. EVAAS value-added reporting is available
through a web application, which includes additional data and
reporting so that educators and administrators can gain additional
insight into their educational practices.
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EVAAS? Value added data? Value-added is a statistical analysis
used to measure the impact of districts, schools and teachers on
the academic progress rates of groups of students from
year-to-year. A value-added score is calculated in the following
manner: Growth = Current Achievement compared to all Prior
Achievement that is measured by a quality assessment, such as the
end-of-grade (EOG) or end-of-course (EOC) assessments. EVAAS data
replaced the old NC ABC accountability model Its important to know
that only 4 th and 5 th grade EOG scores count toward a schools
growth
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What happened? New standards Balanced Literacy implementation
RtI MAP all new Unknown test, projected scores Historically
proficiency scores increase from 3 rd to 5 th reversed this past
year New classes in 3 rd and 5 th due to influx of new students 4
th Grade met and exceeded expectations 5 th Grade grossly
underperformed New staff/leadership Difficult students
teacher/child/parent relationships
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Leading Data Indicators GradeCASE % ProficientMAP Spring 2013
EOG Result 3 rd Reading71.655.035.2 3 rd Math71.639.040.7 4 th
Reading67.449.042.7 4 th Math80.657.054.2 5 th Reading67.250.028.9
5 th Math63.642.037.2 5 th Science72.5N/A23.1
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Conclusions Too heavy reliance on CASE data which had been
reliable in the past particularly in science Unfamiliarity with
utilizing MAP MAP Measures of Academic Progress NWEA Northwest
Evaluation Association MAP seems to be a better (but not perfect)
predictor for EOG performance CASE data will be reconsidered
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Action Plan We have a history of success high academic
achievement AND growth 2012-2013 is a historical anomaly 5 th Grade
is reborn! Better understanding and use of MAP professional
development, individual student goals, progress reports,
conferences Specifics Reading Vicki Douvikas Math Joeie Puckett 5
th Science Christie Lyles
Slide 14
Reading Action Plan: Grade 3 Problem Statement: Our teachers
data sources did not align to provide a clear picture of our
students performance on the North Carolina End of Grade tests. Our
Goal: 3 rd grade will increase their end of grade year proficiency
by 15% on the 2013-2014 North Carolina End of Grade test.
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Reading Action Plan: Grade 3 Provide on grade level passages to
ALL students Utilize MAP data to drive instruction and to determine
growth of 3 rd grade students Identify our lowest performing
students, according to MAP Utilize the learning lab for students to
receive foundational skills to increase reading achievement Utilize
formative assessments between benchmark windows to determine
student growth toward normative goals Utilize TRC as mandated by
state Utilize CASE21 and the item analysis to identify deficits in
learning with the CCSS and depths of knowledge Utilize RIT scores
to determine which readiness skills are needed to raise student
achievement
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Reading Action Plan: Grade 4 Problem Statement: Our teachers
data sources did not align to provide a clear picture of our
students performance on the North Carolina End of Grade tests. Our
Goal: 4 th grade students will increase their proficiency on the
2013-2014 North Carolina End of Grade test by 10%.
Slide 17
Reading Action Plan: Grade 4 Identify our lowest students
needing foundational reading skills according to MAP Foundational
literacy support will be provided in the areas of fluency,
vocabulary, and word work Teachers will utilize RIT scores for
students to determine readiness skills which are aligned to CCSS
and measures assessed on MAP benchmark assessments Progress monitor
student learning between MAP benchmark windows using DORF and DAZE
assessments, along with curriculum based measurements Utilize
CASE21 and the item analysis to identify deficits in learning with
the CCSS and depths of knowledge
Slide 18
Reading Action Plan: Grade 5 Problem Statement: Only CASE21
data in grade 5 was used to determine proficiency for students on
summative assessments. Our Goal: 5 th grade will increase literacy
scores on the North Carolina End of Grade test by 15% for the
2013-2014 school year.
Slide 19
Reading Action Plan: Grade 5 Create ongoing formative
assessments to measure student growth between benchmark windows on
the MAP assessment Identify the lowest performing students in
reading and provide additional literacy instruction in a learning
lab setting Students will receive instruction according to their
RIT score Student growth will be measured using DORF/DAZE and
curriculum based measurements Ensure all lessons are aligned to
CCSS Teachers will use CCSS verbs and nouns as part of daily
interactions Utilize CASE21 and the item analysis to identify
deficits in learning with the CCSS and depths of knowledge
Slide 20
5 th Grade Science Goal: 70% or more of students will perform
at a Level III or IV on the NC EOG Science test; 100% of students
will meet or exceed expected growth as measured by 2013-14 EVAAS
data. Areas of Focus: Planning and data-analysisusing EVAAS data,
informal and formal assessment data points in a systematic way
Focus on teacher instructional effectivenessfocusing on the quality
of our pedagogy and strategies used to teach content (i.e.,
reciprocal teaching, interactive note- booking, work products)as
well as student relationships and goal-setting
Differentiationindividualizing instruction for groups of students
and drilling down to individual student needs so that all students
can successfully access content and be challenged at their level
Collaboration and partnershipsworking with other schools to
identify best practices that led to their success with teaching
science; also, utilizing resources provided through partnerships
with community agencies (i.e., Mecklenburg County 4-H)
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Action Plan MIE staff is proud eager to reverse last years bump
in the road We will be better informed, better prepared and will be
successful in May Communicate our message WE HAVE A PLAN 2013-2014
will be our most successful year ever! Questions/comments -