Review Planning Faribault Public Schools DATA DAY

ICE BREAKER

RATING SYSTEMS

Multiple measures are used to compute two different ratings and determine designations and recognition for Title I schools – Multiple Measurements Rating (MMR) Proficiency Growth Achievement Gap Reduction Graduation – Focus Rating (FR) Focused Proficiency Achievement Gap Reduction

How are schools identified for support? Title I schools that perform in the bottom 25% of schools within their grade grouping (high school, middle school, elementary) are identified as: Priority Schools – Bottom 5% on MMR – Identified every three years Focus Schools – Bottom 10% on FR – Identified every three years Continuous Improvement – Bottom 25% on MMR not already identified as Priority or Focus – Annual designation

How are schools rewarded? Schools Rewarded Reward Schools – Top 15% on MMR Celebration Eligible – Next 25% on MMR – Invited to apply for recognition

MMR Results ProficiencyGrowthAchievement Gap Reduction GraduationTotal PointsMMR Jefferson % Lincoln % Roosevelt % Faribault Middle School % Faribault High School % The four MMR Domains (Proficiency, Growth, Achievement Gap Reduction and Graduation) are grouped together to provide an overall Multiple Measurement Rating (MMR) for each school. For an individual year, the points are added together and divided by the total points possible to arrive at a proportion. The resulting proportion is rounded to 4 decimal points and converted to a percent.

Focus Ratings Achievement Gap Reduction Focused Proficiency Total PointsFocus Rating Jefferson % Lincoln % Roosevelt % The two FR Domains (Focused Proficiency and Achievement Gap Reduction) are grouped together to provide an overall Focus Rating (FR) for each school for an individual year, the points are added together and divided by the total points possible to arrive at a proportion. The resulting proportion is rounded to 4 decimal points and converted to a percent.

MATH

Analyzing Proficiency Observe data patterns What are your data findings? What are you noticing as you dig through your building’s data? How does that compare to the district and state data? Write your findings on the flip chart. 25

Classroom Connections Suggest strategies that might improve these results. 26

READING

Analyzing Proficiency Observe data patterns What are your data findings? What are you noticing as you dig through your building’s data? How does that compare to the district and state data? Write your findings on the flip chart. 43

Classroom Connections Suggest strategies that might improve these results. 44

ACCESS Data

FAQ on EL Results 1)Why are EL scores so low? A = EL students by definition are not proficient….. in language. 2) How can we improve our EL scores if they are not proficient by definition? A = The state counts EL students who have reached proficiency and exited service for an additional 2 years. 3) What data can help me determine language proficiency? A = Use the WIDA ACCESS data. This will tell you students language proficiency level. EL Teachers at your school will have more in depth knowledge about your students language ability and acculturation history. 4) How do I move students towards proficiency? A = Move level 4 students to level 5. ***This does not mean forget about your lower level students.

Composite Listening Reading Speaking Writing

SCIENCE

Analyzing Proficiency Observe data patterns What are your data findings? What are you noticing as you dig through your building’s data? How does that compare to the district and state data? Write your findings on the flip chart. 60

Classroom Connections Suggest strategies that might improve these results. 61

SMART GOAL S – Specific – What do you want to measure? M – Measurable – How will the goal be measured? A – Attainable – Is it a reachable goal? R – Results-oriented – How will the goal look when it is reached? T – Time-Bound – What is the timeline for reaching the goal?

SMART Goal The percentage of all students in grades ___ at _____who are proficient on all reading/math state accountability tests (MCA, MTAS) will increase from ____% in 20__ to ____% in 20__.

THE END