September 2015 Amanda Grinager, Director of Teaching and Learning.

Marshall Public Schools

Assessment Update

September 2015Amanda Grinager, Director of Teaching and

Learning

Mathematics (MCA III/MTAS) and Reading (MCA

III/MTAS) Grades 3-8 and once in high school Aligned to Minnesota Academic Standards

Science (MCA III/MTAS) Once in elementary, middle, and high school Aligned to Minnesota Academic Standards

English Learners (ACCESS) Grades K-12 Assess English language proficiency in Reading,

Writing, Listening, and Speaking

Federal Requirements for Minnesota Assessment System

No changes to Federal requirements—

reading, math, and science MCA’s and ACCESS are still used for

accountability purposes Everything is online this year

Basic Assessment Information

Eliminates

Grade 8 (Explore) Grade 10 (Plan) College Placement Diagnostic Exam (Compass)

Revises requirements for ACT Requires districts to contract directly with ACT

to provide school day administration Student participation no longer required as

graduation assessment requirement

Changes in Legislation Regarding Testing

Requires districts adhere to limits in testing time

Grades 1-6 max 10 hours Grades 7-12 max 11 hours

MCA, MTAS, ACCESS for ELLs, and ACT plus Writing are not listed

Career Interest Inventories, as required by statute, are not included.

Special education and EL testing are not included. Use published estimated testing times for each test.


Requires New HS Writing Test

Implementation timeline still to be determined No GRAD Retests Last year of the OLPA tests Graduation requirements for students first

enrolled in Grade 8 in 2012-13 and later: Be provided the opportunity to participate in a

district-provided college entrance exam in grade 11 or grade 12


Decreased emphasis on assessments

related to career and college readiness Limiting amount of district administered

assessments No more OLPA’s after this year

Assessment Changes

MCA Reading and Math testing window: March 7-

May 6 MCA Science testing window: March 7-May 13 Optional Local Purpose Assessments (OLPA)

testing window: Oct. 19-Feb. 19 Second year with Pearson as the testing vendor for

MCA Reading, Math & Science and OLPA Reading & Math

ACCESS testing window: February 1-March 25 This will be the first year the ACCESS testing will

be online

2015-2016 Testing Schedule & Information

DemographicsState District

White Students 70.5% 71.9%

Ethnicity 29.5% 28.1%

LEP 8.4% 11.8%

Special Education 13.4% 13.1%

Free & Reduced 38.4% 39.9%

In the last 3 years, we’ve seen the following:

EL: MPS has gained 70 students FRP: MPS has gained 122 students SPED: MPS has gained 22 students Minority: MPS has gained 147 students White: MPS has lost 26 students

The total student population has grown by 155 students in the last 3 years.

Demographics

Growing enrollment Increase in many subgroups, especially EL, F/R

and various ethnicities Comparison to state figures

Demographics

MPS 2015 Data

Results

All MCA testing was done onlineMathematics Grades 3-8 MCA-III

This is the fifth year for the grades 3-8 MCA-III Grades 7 (+3) and 8 (+19.2) are above the state average.

Grade 11 MCA-III 2015 was the second year for the grade 11 MCA-III test Grade 11 was above the state average by +.8

Overall MPS Math MCA-III scores were below the state average by -.3

In all math proficiency tests, MPS saw a -4.5 decrease in Math MCA-III scores.

2015 MCA III Assessment Results Summary

Reading 3rd year of the MCA III assessment New English Language Arts (ELA) standards

aligned to the common core Grades 5 (+3.6), 7 (+.7) and 8 (+2.7) are

above the state average Overall MPS Reading scores are below the

state average by (-.9)

2015 MCA III Assessment Results Summary

Marshall Data-Math & Reading

Math2014-

15

MathState 14-

15

(+/-) Reading2014-15

ReadingState 14-

15

(+/-)

Grade 3 69.4% 70.9% -1.5 57.9% 58.7% -.8Grade 4 58.1% 70% -11.9 55% 57.9% -2.9Grade 5 56.8% 59.7% -2.9 70.3% 66.7% +3.6Grade 6 52.5% 57.6% -5.1 63.5% 63.9% -.4Grade 7 58.1% 55.1% +3 56.3% 55.6% +.7Grade 8 77% 57.8% +19.

258.7% 56% +2.7

Grade 10R & 11M 49.5% 48.7% +.8 51.3% 57% -5.7MPS- MCA III 59.9% 60.2% -.3 58.5% 59.4% -.9

The cohort of students graduating in 2023 (in 4th grade last

year) were 5.5% below the state last year in reading; this year, they were 2.9% below the state. That’s a 2.6% increase.

The cohort of students graduating in 2022 (in 5th grade last year) were 10.7 below the state last year in math; this year, they were 2.9% below the state. That’s a 7.8% increase.

The cohort of students graduating in 2022 (in 5th grade last year) were 7.3% below the state last year in reading; this year, they were 3.6% above the state. That’s a 10.9% increase.

The cohort of students graduating in 2019 (in 8th grade last year) were 7.4 above the state last year in math; this year, they were 19.2% above the state. That’s a 11.8% increase.

Other Items of Interest

Science Grade 5 is above the state average by +3.7 Grade 8 is above the state average by +8.4 MPS overall is above the state by +3.1

2015 MCA III Assessment Results Summary-Science

MCA Science 2014-15 State 14-15 (+/-)MS Grade 5 62.8% 59.1% +3.7MS Grade 8 53.7% 45.3% +8.4Secondary Grade 10

52.9% 54.6% -1.7

MPS All Grades 56.1% 53% +3.1

Sub-Group

Results Summary

Celebrations-Math Our White subgroup increased proficiency in

Math by +.6 from 2014 Our SPED subgroup increased proficiency in

Math by +6.3 from 2014 and reduced the achievement gap by 11.3

Achievement Gap Results Summary-Math

Opportunities for Improvement-Math Our EL subgroup decreased by -11.4 in regards to

proficiency Our Hispanic subgroup decreased by –6.2 in

regards to proficiency Our Asian subgroup decreased by –13.7 in regards

to proficiency Our Black subgroup decreased by –5.5 in regards to

proficiency Our FRP subgroup decreased by –3.3 in regards to

proficiency

Achievement Gap Results Summary-Math

Celebrations-Reading Our White subgroup increased proficiency in

Reading by +1 from 2014 Our SPED subgroup increased proficiency in

Reading by +2.8 from 2014

Achievement Gap Results Summary-Reading

Opportunities for Improvement-Reading Our FRP subgroup decreased by -2 in regards to

proficiency Our Hispanic subgroup decreased by -5.2 in regards

to proficiency Our Asian subgroup decreased by -.2 in regards to

proficiency Our Black subgroup decreased by -1.7 in regards to

proficiency Our EL subgroup decreased by -1.1 in regards to

proficiency

Achievement Gap Results Summary-Reading

Reading—some pockets of success (3/7 grade

levels above state average) but also pockets of concern

Math—some pockets of success (3/7 grade levels above state average) but also pockets of concern

Science—more celebrations (2/3 grade levels above state average)

Subgroups—in general, our subgroups did not meet expectations

MCA Summary

Based on participation, proficiency, and

graduation/ attendance rate (school specific) AYP indexes and targets continue to increase

annually No individual school or the district made AYP

in 2015

AYP Summary

Is the “new” accountability system in

Minnesota Includes proficiency, growth, achievement gap

reduction, and graduation West Side is the only school that is eligible for

a MDE “designation” (such as Continuous Improvement)

MMR

NWEA

2014-2015 SPRING NWEA MAP OVERVIEW FOR ISD 413 NATIONAL NORM COMPARISON

GradeMath Reading

MPS Mean

Norm Mean Difference MPS Mean Norm Mean Difference

Kindergarten

158.6 158.7 -0.1 157.2 157.6 -0.4

1st Grade 180.6 180.8 -0.2 179.4 177.5 1.92nd Grade 193.0 192.1 0.9 190.6 188.7 1.93rd Grade 204.1 203.4 0.7 200.9 198.6 2.34th Grade 213.3 213.5 -0.2 207.7 205.9 1.85th Grade 229.2 221.4 7.8 217.9 211.8 6.16th Grade 233.7 225.3 8.4 219.4 215.8 3.67th Grade 236.4 228.6 7.8 222.3 218.2 4.18th Grade 243.8 230.9 12.9 227.4 220.1 7.39th Grade 239.6 233.4 6.2 226.0 221.9 4.110th Grade 249.3 232.4 16.9 231.1 221.2 9.9

Average 5.6 Average 3.9In the norm group samples, each district's base calendar was used to determine instructional days. Using the instructional days data, time frames for beginning of the year tests, middle of the year tests, and end of the year tests were established. The centers of these time frames were roughly 20 days (fall), 80 days (winter), and 130 days (spring) from the beginning of the academic year.

NWEA

2014-2015 NWEA MAP GROWTH OVERVIEW FOR ISD 413 NATIONAL NORM COMPARISON

Grade

Math Reading

MPSNorm Group

Comparison MPSNorm Group

Comparison

Growth (Fall to Spring)


Difference Growth (Fall to Spring)


Difference

Kindergarten

11.4 22.2 -10.8 10.0 20.1 -10.1

1st Grade 11.8 18.4 -6.6 12.6 16.8 -4.22nd Grade 10.1 15.2 -5.1 8.7 14.0 -5.33rd Grade 11.7 13.0 -1.3 9.4 10.3 -0.94th Grade 10.1 11.6 -1.5 7.2 7.7 -0.55th Grade 15.3 10.0 5.3 9.0 6.1 2.96th Grade 11.4 7.7 3.7 6.7 4.8 1.97th Grade 6.1 6.0 0.1 4.6 3.8 0.88th Grade 7.5 4.6 2.9 5.8 2.9 2.99th Grade 0.9 3.1 -2.2 1.6 1.7 -0.110th Grade 4.5 2.3 2.2 2.1 0.8 1.3Avg Growth

10.5 10.8 -0.3 8.0 8.3 -0.3

Locally-chosen assessment in mathematics

and reading Growth focused – students take this

assessment in the fall and again in the spring MPS scores tend to show our “mean RIT” in

most cases above the national-norm “mean RIT”

NWEA Summary

Best Practices: Many things are going well. We need to improve

in identifying what is working well and then share that information with other grade levels and/or same-grade teachers.

Curriculum: We need to ensure that teachers are familiar with state standards and benchmarks and verify that curricular materials selected and used adequately cover those.

Data: We need to continue to evaluate data, utilize data for decision making, and provide quality, relevant, and timely professional development (relative to what the data shows) for our staff.

Evaluation: We need to evaluate existing programs and their effectiveness – specifically, interventions provided for struggling learners.

Response & Direction

Professional Development: We need to determine what

effective tools, strategies, and professional development are available and provide those to our staff so they can work better with our changing demographics and student population.

Professional Learning Communities: It is critical that our PLC’s are effective – to work with colleagues to understand what a standard means, discuss strategies to help identify what works in classrooms, and use data to make instructional decisions.

Standards Based Learning: The need for “re-teaching” when students do not understand a particular concept is incorporated into Standards Based Learning, which is likely to help improve student achievement.


Continue a focus on collaboration and team

work amongst colleagues Identify priority areas and work to develop

action plans to address those areas Focus on working SMARTER not harder


For further data analysis, please visit the MDE

report card at the following website:

http://rc.education.state.mn.us/

MDE Report Card

September 2015 Amanda Grinager, Director of Teaching and Learning.

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