MCC MCA Data Discoveries

What does Minnesota think is important? What do we want kids to do?  Pass important tests “Be Proficient”  Grow in their knowledge “Growth”  Have equal opportunity to learn Close the “Achievement Gap”  Graduate from high school “Graduation” Minnesota believes each of the above things are equally important so…

Because each of these things are equally important, they should be treated that way…  Pieces of the MMR Pie for High Schools

Elementary and Middle Schools don’t graduate students so for them the pie looks like this…  Pieces of the MMR Pie for Elementary and Junior High Schools

Focus Rating Consists of:  Focused Proficiency  Achievement Gap Reduction

Title I schools can fall into 5 groups based on MMR and FR Reward Schools: These schools are the top 15 percent of Title I schools based on the MMR. They represent the highest-performing schools on the four domains in the MMR. Celebration Eligible: These are the 25 percent of schools directly below the Reward school cutoff. These schools may apply to be Celebration schools, and MDE selects approximately 10 percent of Title I schools to receive the Celebration school recognition. Continuous Improvement: These are the bottom 25 percent of Title I schools that have not already been identified as Priority or Focus. Continuous Improvement schools must work with their districts to create and implement improvement plans as well as set aside 20 percent of Title I funds to support school improvement efforts. Focus: All Minnesota schools receive a Focus Rating (FR) that measures their contribution to the state’s achievement gap. The 10 percent of Title I schools with the lowest FR are identified as Focus Schools. Focus schools are required to set aside 20 percent of Title I funds to support school improvement efforts. These schools are identified every three years. Some Focus schools are identified for persistent low graduation rates. These are schools with a six-year graduation rate, averaged over three years, below 60 percent. This separate group of low graduation rate Priority: These are the 5 percent most persistently low-performing Title I schools based on the MMR. Priority schools are required to set aside 20 percent of Title I funds to support turnaround efforts, and these schools are also identified every three years.

MCC MMR HS DATA

District Demographics subgroup StateMCC American Indian2.4%0.8% Asian7.2%0.8% Hispanic8.4%3.3% Black11.5%0.8% White70.5%94.3% English Learners8.3%0.9% Special Education14.9%12.3% Free/Reduced Price Lunch 38.3%33%

Reading Attention: First year assessed on the reading mca-iii 2013 for 3 rd -8 th grades & 10 th grade 2013 for 3 rd -8 th grades & 10 th grade

2015 District Reading Proficiency

District Reading Proficiency Trends

Elementary Reading Proficiency Trends

High School Reading Proficiency Trends

Subgroup Reading Proficiency Data Looking at our demographics, is there a sub- group that makes up a significant part of our student population?

SpEd vs. Non-SpEd Trend Data

FRP vs. non-FRP Trend Data

Cohort Proficiency Trend Data Helps Identify: Possible gaps in student learning Possible instructional gaps WE ARE COMPARING THE SAME STUDENTS FROM YEAR TO YEAR. MCA III TESTS ONLY

Cohort Trend Data Cohort follows the same group of students from year to year. Class of 2017 are 11 th graders in 15-16

Cohort Trend Data Cohort follows the same group of students from year to year. The class of 2019 are 9 th graders in 15-16

Cohort Trend Data Cohort follows the same group of students from year to year. The class of 2020 are 8 th graders in 15-16

Cohort Trend Data Cohort follows the same group of students from year to year. The class of 2021 are 7 th graders in 15-16

Cohort Trend Data Cohort follows the same group of students from year to year. The class of 2022 are 6 th graders in 15-16

Cohort Trend Data Cohort follows the same group of students from year to year. The class of 2023 are 5 th graders in 15-16

Cohort Trend Data Cohort follows the same group of students from year to year. The class of 2024 are 4 th graders in 15-16

Grade Level Proficiency Trend Data Helps Identify: Possible gaps in instructional practices Possible gaps in curriculum and resources

3 rd Grade Reading Proficiency Trend Data

4th Grade Reading Proficiency Trend Data

5th Grade Reading Proficiency Trend Data

6th Grade Reading Proficiency Trend Data

7th Grade Reading Proficiency Trend Data

8th Grade Reading Proficiency Trend Data

10th Grade Reading Proficiency Trend Data

2015 MCA Reading Strand Data

District Wide Action Plan Complete: – Current Curriculum and Instruction Data for Reading – Reading Action Plan

Math Attention: First year assessed on the math mca-iii 2011 for 3 rd -8 th grades 2011 for 3 rd -8 th grades 2014 for 11 th Grade 2014 for 11 th Grade

District Math Proficiency

District Math Proficiency Trends

Elementary Math Proficiency Trends

High School Math Proficiency Trends

Subgroup Math Proficiency Data Looking at our demographics, is there a sub- group that makes up a significant part of our student population?

SpEd vs. Non-SpEd Trend Data

FRP vs. non-FRP Trend Data

Cohort Proficiency Trend Data Helps Identify: Possible gaps in student learning Possible instructional gaps

Cohort Trend Data Cohort follows the same group of students from year to year. The class of 2016 are seniors in 15-16

Cohort Trend Data Cohort follows the same group of students from year to year. The class of 2019 are freshman in 15-16

Cohort Trend Data Cohort follows the same group of students from year to year. The class of 2020 are 8 th graders in 15-16

Cohort Trend Data Cohort follows the same group of students from year to year. The class of 2021 are 7 th graders in 15-16

Cohort Trend Data Cohort follows the same group of students from year to year. The class of 2022 are 6 th graders in 15-16

Cohort Trend Data Cohort follows the same group of students from year to year. The class of 2023 are 5 th graders in 15-16

Cohort Trend Data Cohort follows the same group of students from year to year. The class of 2024 are 4 th graders in 15-16

Grade Level Proficiency Trend Data Helps Identify: Possible gaps in instructional practices Possible gaps in curriculum and resources

3 rd Grade Math Proficiency Trend Data

4th Grade Math Proficiency Trend Data

5th Grade Math Proficiency Trend Data

6th Grade Math Proficiency Trend Data

7th Grade Math Proficiency Trend Data

8th Grade Math Proficiency Trend Data

11th Grade Math Proficiency Trend Data

2014 MCA Math Strand Data

District Wide Action Plan Complete: – Current Curriculum and Instruction Data for Math – Math Action Plan

Science Attention: First year assessed on the SCIENCE mca-iii 2012 for Grades 5, 8, & for Grades 5, 8, & 10

District Science Proficiency

District Science Proficiency Trend Data

10 th Grade Science Proficiency Trend Data

8 th Grade Science Proficiency Trend Data

5 th Grade Science Proficiency Trend Data

Graduation Rate Report The 2014 Graduation Rate is used for calculation on the 2015 MMR. This is because 2015 Graduation Rates will not be released until February/March 2016 & the 2015 MMR is calculated in September 2015.

Graduation Trend Data Year% Students Graduated % % % % 2015 * 98.2% *(Unofficial %) State goal is that all districts have 90% graduation rate by 2017, with no sub-group less than 85%.

Testing in Districts need to hold ACT contract directly with ACT – deadline was AUGUST 14 Testing limits – Grades 1 – 6 max 10 hrs per year – Grades 7 – 12 max 11 hrs per year – State required tests are not to be included in this Writing Assessment – TBD HS Graduation requirements – no GRAD ACCESS available online

Next steps Goals for District: Elementary: High School: