Welcome to the Principals Coffee

1
Welcome to the Principals Coffee November 13,
2008 Melissa D. Peterson Stephen S. Grenham
2

• Agenda
• Parent/Teacher Conferences
• MCAS
• Questions and Answers

3

• Parent/Teacher Conferences..Before
• Talk with your child about his/her feelings
  toward school.
• Talk about the social relationships your child
  has with his/her peers.
• Talk about the classroom activities that go on
  during the day.

4

• Parent/Teacher Conferences..During
• Learn about your childs progress.
• Share your insights with your childs teacher
  the conference is the opportunity to hear from
  your childs teacher, but its also a perfect
  time to share your perspective.
• Discuss your childs strengths and challenges.
• Ask questions How do I help at home?

5

• Parent/Teacher Conferences..After
• You should have a better understanding of your
  childs
• Academic, social, and emotional development.
• Strengths and areas of growth that are needed.
• Special abilities.
• When discussing the conference with your child
  afterward, stress the good things that were
  covered and be direct about the problems that
  were identified.

6
Any Questions?
7
2008 MCAS Report
8
What is MCAS?

• Criterion referenced test
• Combination of open response, short answer, long
  composition and multiple choice questions
• Administered in grades 4, 8, and 10 from
• 1998-2000
• Test was expanded to include grades 3,5,
• 6, 7, and 9 in 2001

9
MCAS Performance Levels

• Advanced scores range from 260-280
• Proficient scores range from 240-259
• Needs Improvement scores range from 220-239
• Warning scores range from 200-219

10
How Are AYP (Adequate Yearly Progress)
Determinations Calculated?

• A (B or C) D AYP
• A Participation Rate 95 or greater
  participation in MCAS
• MCAS-Alt
• B Performance 85.4 or greater Composite
  Performance
• Index (CPI) in ELA
• (or) 76.5 or greater CPI in mathematics
• C Improvement Meet or exceed Cycle IV
  Improvement
• Target (Specific to districts, schools, and
  subgroups)
• D Performance or Improvement on Additional
  Indicator
• Grades 1-8 92 or higher attendance rate, or
  1 improvement over 2005

11
State Performance Targets 2001-2014
100.0
95.1
90.2
85.4
92.2
80.5
84.3
75.6
70.7
76.5
ELA
68.7
60.8
Math
Current Cycle
53.0
12
How is the Composite Performance Index Calculated?

• A school or districts Composite Performance
  Index (CPI) is calculated by combining points
  generated by students who take the standard MCAS
  tests with points generated by students who take
  the MCAS-Alt. Points are calculated by
  determining, in each subject for each student
  group, the following
• The number of students who took standard MCAS
  tests who performed at each of the five
  proficiency levels and multiplying the number at
  each level times the proficiency index points
  associated with that level
• The number of students who participated in the
  MCAS-Alt for reasons other than significant
  cognitive impairments who demonstrated
  performance equivalent to each of the five
  proficiency levels and multiplying the number at
  each level times the proficiency index points
  assigned to that level
• The number of students with significant cognitive
  impairments who demonstrated performance at each
  of the five MCAS-Alt levels and multiplying the
  number at each level times the MCAS-Alt index
  points associated with that level.
• The point totals from steps one, two and three
  above are added together and the sum is divided
  by the total number of students assessed (using
  standard MCAS tests and the MCAS-Alt.)
• The result is a number between 0 and 100, which
  constitutes the district, school, or subgroups
  CPI for that subject and student group.

13
Composite Performance Index (CPI)

• Composite Performance Index Results (CPI) CPI
  points are awarded to each student tested
  according to the tables below.
• Standard MCAS
• Performance Level Scaled Score CPI
  Pts.
• Advanced (A) 260-280 100
• Proficient (P) 240-258 100
• Needs Improvement (NI) 230-238 75
• Needs Improvement (NI) 220-228 50
• Warning (W) 210-218 25
• Warning (W) 200-208 0

14
Composite Performance Index (CPI)

• Composite Performance Index Results (CPI) CPI
  points are awarded to each student tested
  according to the tables below.
• Alternate Assessment Corresponding
  CPI Pts.
• Performance Level MCAS Level
• Advanced (A_A) A 100
• Proficient (P_A) P 100
• Needs Improvement (NIA) NI 100
• Progressing (PRG) W 100
• Emerging (EMG) W 75
• Awareness (AWR) W 50
• Incomplete Portfolio (INP) W 25

15
Grade 3 - Mathematics
Grade 3 - Reading
Wrentham CPI 89.1 Target 76.5
Wrentham CPI 89.5 Target85.4
16
Grade 4 English Language Arts
Grade 4 Mathematics
Wrentham CPI 84.8 Target 76.5
Wrentham CPI 87.9 Target 85.4
17
Grade 5 Science and Technology
CPI 90.5
Grade 5 English Language Arts
Grade 5 - Mathematics
CPI 87.3 Target 76.5
CPI 93.2 Target 85.4

18
Grade 6 Mathematics
Grade 6 English Language Arts
Wrentham CPI 96.2 Target 85.4
Wrentham CPI 89.2 Target 76.5
19
What does this all mean

• ELA performance level Very High
• Mathematics performance level High
• NCLB also requires test scores to be reported by
  student subgroup (Limited English Proficiency,
  Special Education, Low Income, Race). Although
  we are Very High in English/Language Arts, our
  subgroup of Special Education did not make AYP
  for two consecutive years triggering a label of
  Improvement Year 1 for Special Education at
  the Roderick School.

20
NCLB Accountability Status and Required Actions
(District Level)
21
Action Plan

• Administration met to review scores, conduct item
  analysis of 2008 results and identify
  questions/curricula where our kids did not
  achieve 80. Grade level meetings (PreK 6) were
  held to share data trends.
• Common Planning Time (ongoing) teachers meet
  with their grade level colleagues once every
  seven days to discuss highly effective teaching
  strategies.
• Grades K-6 develop goals to improve student
  writing skills across the curriculum (i.e.
  answering open response questions both
  creatively and using information provided from a
  text and developing structured paragraphs that
  include topic sentences, details, and a clincher.
• Identify students for before school tutoring
  model to support children and provide
  remediation.
• Review expectations around curriculum compacting
  to continue to challenge our students.

22
Any Questions?
Our next Principals Coffee will be held on
Thursday, January 15th at 830 a.m. Suggestions
for possible topics are welcomed! We hope to see
you there.
Thank you for coming!