Parent Presentation for MCAS Night 2009


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Information presented to parents at Elementary MCAS Night for parents on Monday, November 9, 2009.

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Parent Presentation for MCAS Night 2009

  1. 2. Northeast Elementary School 2009 MCAS Results & 2009 – 2010 School Improvement Planning
  2. 3. Northeast Elementary School – MCAS & AYP Report 2009 On Target Moderate Improvement Year 2 - Subgroups MATHEMATICS On Target Moderate Restructuring Year 1 ENGLISH LANGUAGE ARTS Improvement Rating Performance Rating NCLB Accountability Status   ADEQUATE YEARLY PROGRESS DATA
  3. 4. Northeast Elementary School – MCAS & AYP Report 2009 <ul><li>What does this mean? </li></ul><ul><ul><li>AYP – Adequate Yearly Progress – this is measured by looking at participation and attendance rates along with our performance on any given year of the MCAS OR the improvement we make from one year to the next. </li></ul></ul><ul><ul><li>NCLB Accountability Status </li></ul></ul><ul><ul><ul><li>Restructuring Year 1 – We have not made AYP for 6 years in ELA </li></ul></ul></ul><ul><ul><ul><li>Improvement Year 2 – We have not made AYP for 3 years in Math. </li></ul></ul></ul><ul><ul><ul><li>Subgroups </li></ul></ul></ul><ul><ul><ul><ul><li>There are 40 or more subgroup members, AND (B) The number of subgroup members is at least five percent of students whose assessment results are included in the school's or district's aggregate AYP calculation; OR The number of subgroup members is 200 or more. </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Northeast 2009 subgroups: Low Income, Hispanic and White </li></ul></ul></ul></ul><ul><ul><ul><ul><li>These can change from year-to-year. </li></ul></ul></ul></ul>
  4. 5. Northeast Elementary School – MCAS & AYP Report 2009 <ul><ul><li>Performance Rating: How we did this year on the MCAS </li></ul></ul><ul><ul><ul><li>For both ELA and Math: Moderate – Our rating this year was between 70 and 79.9 (The range in this category is from Very High (90 – 100) to Critically Low (0 – 39.9). </li></ul></ul></ul><ul><ul><li>Improvement Rating: How we did in comparison to last year’s MCAS </li></ul></ul><ul><ul><ul><li>For both ELA and Math: On Target – We improved within the target range (The range in this category is from Above Target (improved above target range) to Declined (gain was below baseline and below the target range. </li></ul></ul></ul>
  5. 6. ELA ANALYSIS <ul><li>Grade 3 Strengths </li></ul><ul><ul><li>Theme </li></ul></ul><ul><ul><li>Structure and Origins of Modern English </li></ul></ul><ul><li>Grade 3 Improvements </li></ul><ul><ul><li>Vocabulary: from 75% in 2007 to 81% in 2009. </li></ul></ul><ul><ul><li>Understanding a Text from 79% in 2007 to 83% in 2009; we are only 1% below the state in that category. </li></ul></ul><ul><li>Areas for future focus </li></ul><ul><ul><li>Fiction </li></ul></ul><ul><ul><li>Nonfiction </li></ul></ul>
  6. 7. ELA ANALYSIS <ul><li>Grade 4 Strengths </li></ul><ul><ul><li>Long Composition: we are 2% above the State in both Topic Development & Standard English Conventions </li></ul></ul><ul><ul><li>Fiction: 1% over the state </li></ul></ul><ul><ul><li>Dramatic Literature </li></ul></ul><ul><li>Areas for future focus </li></ul><ul><ul><li>Structure & Origins of Modern English, Style & Language and Poetry </li></ul></ul>
  7. 8. ELA ANALYSIS <ul><li>Grade 5 Strengths </li></ul><ul><ul><li>Theme </li></ul></ul><ul><ul><li>Nonfiction - from 58% in 2007 to 66% in 2009 - where we are on the same level as the state </li></ul></ul><ul><li>Grade 5 Improvements </li></ul><ul><ul><li>The area of Fiction improved over time in comparison to the state. </li></ul></ul><ul><li>Areas for future focus </li></ul><ul><ul><li>Vocabulary </li></ul></ul><ul><ul><li>Style & Language </li></ul></ul><ul><ul><li>Dramatic Literature </li></ul></ul>
  8. 9. Math ANALYSIS <ul><li>Grade 3 Strengths </li></ul><ul><ul><li>Number Sense & Operations: from 67% in 2007 to 75% in 2009 - equal to the state </li></ul></ul><ul><li>The Areas for future focus </li></ul><ul><ul><li>Properties of Shapes </li></ul></ul><ul><ul><li>Symbols </li></ul></ul><ul><ul><li>Data Collection </li></ul></ul>
  9. 10. Math ANALYSIS <ul><li>Grade 4 Strengths </li></ul><ul><ul><li>Data Collection </li></ul></ul><ul><ul><li>Transformation and Symmetry: 19% above the state in 2009 </li></ul></ul><ul><ul><li>Computation: from 62% in 2007 to 70% in 2009 </li></ul></ul><ul><li>The Areas for future focus </li></ul><ul><ul><li>Probability </li></ul></ul><ul><ul><li>Numbers </li></ul></ul>
  10. 11. Math ANALYSIS <ul><li>Grade 5 Strengths </li></ul><ul><ul><li>Numbers: same as the state in 2009 </li></ul></ul><ul><ul><li>Transformations and Symmetry: also the same as the state in 2009 </li></ul></ul><ul><li>Areas of future focus: </li></ul><ul><ul><li>Data Collection </li></ul></ul><ul><ul><li>Properties of Shapes </li></ul></ul><ul><ul><li>Symbols </li></ul></ul>
  11. 12. Science MCAS <ul><li>2007 Proficiency = 46% </li></ul><ul><li>2008 Proficiency = 45% </li></ul><ul><li>2009 Proficiency = 56% </li></ul><ul><li>2009 District Proficiency = 50% </li></ul><ul><ul><li>Above the district: + 6 </li></ul></ul><ul><li>2009 State Proficiency = 49% </li></ul><ul><ul><li>Above the state: + 7 </li></ul></ul>
  12. 13. School Improvement Plan Goals <ul><li>English Language Arts/Reading </li></ul><ul><ul><li>Improve student reading comprehension of content in all academic areas to achieve proficient or advanced performance levels </li></ul></ul><ul><ul><li>Improve student writing performance in all content areas to achieve proficient or advanced performance levels </li></ul></ul><ul><ul><li>Improve reading and writing performance for all English language learners [ELL] and special education students </li></ul></ul>
  13. 14. School Improvement Plan Goals <ul><li>Math </li></ul><ul><ul><li>Use “differentiated instruction” strategies and multiple common assessments (both summative and formative) to increase rigor and modify instruction. </li></ul></ul><ul><ul><li>Improve student skills in number sense, number facts, and measurement and develop correct mathematical vocabulary. </li></ul></ul>
  14. 15. School Improvement Plan Goals <ul><li>Math, continued </li></ul><ul><ul><li>Improve student skills in answering multiple choice, open-response and short answer questions. </li></ul></ul><ul><ul><li>Make connections to mathematics in other content areas and illustrate real-world connections, while adhering to the timeline of the Scope and Sequence. </li></ul></ul>
  15. 16. What are we doing? <ul><li>Data driven dialogue </li></ul><ul><li>Learning Walks with Look Fors </li></ul><ul><li>RtI (K, 1, 2) </li></ul><ul><li>Academic Before School Program in 2010 </li></ul><ul><li>Teacher Professional Development: Math & Mentoring </li></ul><ul><li>School Improvement Team </li></ul>
  16. 17. What can parents do? <ul><li>Limit TV and computer game time ! </li></ul><ul><ul><li>Students should not watch TV during the school week (Monday-Thursday) unless it is educational such as PBS, the History Channel, Nature, etc. Limit “action” computer games to 30 minutes. Don’t accept excuses. </li></ul></ul><ul><ul><li>If there is free time, students should read a good book, exercise, play games such as chess, or work on something that constructively interests them and builds useful skills (hobbies, etc.). </li></ul></ul>
  17. 18. What can parents do? <ul><li>Provide your child with a quiet place where they can concentrate and study. Studying with others is OK and may help your child learn. </li></ul><ul><li>Find opportunities to get your children thinking critically. Ask your children probing questions: “Why is this?” “How do you think that works?” “Why do you believe xxx is true?” “How did you get that answer?” “How might you have done that differently?” </li></ul>
  18. 19. What can parents do? <ul><li>Encourage your children to think about writing as a way to communicate their own thoughts, feelings, and ideas (rather than as a school exercise) and to use writing frequently as a means of communication. Look at and comment on your children’s writing. Pay attention to basic organization, clarity of writing, development and presentation of logical ideas, and effective use of language (word choice). </li></ul>
  19. 20. What can parents do? <ul><li>If you are involved in children’s recreational activities, camps, after school programs, girl/boy scouts, etc., create activities that encourage children to pose and answer questions of importance to them, and to communicate thoughts, impressions, and opinions in writing. </li></ul><ul><li>Show an interest in all your child’s schoolwork (math, science, history, music, art, etc.). Ask questions about it. NEVER tell your child, “Oh, I hated, or was poor at, math (or whatever), too” (Even if it is true!). Times have changed, and all students need to be proficient in math and science and technology. </li></ul>
  20. 21. What can parents do? <ul><li>Get familiar with the test (during parent workshops, school visits, or teacher conferences). Look at and try out some sample MCAS questions from past tests by going to </li></ul><ul><li>These tests take a fairly long time to administer. Be sure our child gets enough sleep during test time and that he/she eats something in the morning! A healthy brain needs rest and food. </li></ul>
  21. 22. What can parents do? <ul><li>Emphasize to your child that extra effort and practice , not “natural talent or ability,” is the best way to get better at something (school work, sports, piano playing, etc.). </li></ul><ul><li>Encourage your children to look at the tests as good feedback on what they know well and in what areas they need to improve. </li></ul><ul><li>Attend school-sponsored workshops on test taking skills, and keep informed about the results of your child’s scores. Then make a plan to help him/her improve those areas that need more attention and work. </li></ul>
  22. 23. What can parents do? <ul><li>Make sure that your child reads everyday –you should either read to or with your child or you monitor his or her independent reading. </li></ul><ul><li>Encourage your child to use math concepts, such as time and money, in real world situations; for example, while you are at the grocery store or when you are in the kitchen at home. This will help your child see math applications and make math connections on a regular basis. </li></ul>
  23. 24. Thank you for coming! <ul><li>Questions? </li></ul><ul><li>Comments? </li></ul><ul><li>Concerns? </li></ul><ul><li>Contact your child’s teacher: 781.314.5740 </li></ul><ul><li>Ms. Stein: 781.314.5745 </li></ul><ul><li>[email_address] </li></ul>