Minnesota Comprehensive Assessment (MCA) in reading ... Minnesota Comprehensive Assessment in science. 64%. 58%. 64%. 60
Achieving academic excellence Johnna Rohmer-Hirt, director of research, evaluation and testing
Presentation overview • Philosophy of continuous improvement • Student achievement – – – – –
Early learning Elementary Middle school High school including college and career and graduation indicators Achievement gap closure
• Student perception – Safety – Connectedness and relationships – College and career planning
Continuous improvement Assessing programs and determining actions to reach mission, vision and goals
4) Follow the improvement and evaluation plan
3) Create an improvement and evaluation plan
1) Assess program effectiveness
2) Identify area for improvement
Continuous improvement Compiling and consulting information to reach mission, vision and goals
• Data is compiled and analyzed using a variety of measurement methods from multiple sources and presented as information to monitor district performance in relation to desired broad outcomes – – – – –
Early learning/ kindergarten readiness Academic achievement College and career readiness Graduation Achievement gap closure
Continuous improvement Monitoring and reporting effectiveness to reach mission, vision and goals
• District scorecard – Annual monitoring and reporting tool used for district, school and department improvement planning and goal setting
Student achievement data
Demographic trend Who are we? 40
Percent of Student Groups
35
F/R
30
SOC
25
Sp Ed
20
EL
15 10 5 0
F/R: qualifying for free or reduced price lunch SOC: students of color Sp Ed: qualifying for Special Education services EL: English learners
School Year
Early learning achievement Percent of early learners meeting kindergarten readiness benchmarks 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0%
2012-13 Fall 2012-13 Spring 2013-14 Fall 2013-14 Spring 2014-15 Fall 2014-15 Spring
Developmental areas measured with Teaching Strategies Gold
Early learning achievement Analysis of the data to identify areas of strength and areas for improvement
• Students attending our early learning programs meet benchmarks at high levels – In each of the last three years, over 90% of students left ready for kindergarten
• Between 10 – 20% of the incoming cohort of kindergartners have attended district early childhood programming
Early learning achievement District response to the data – create an improvement plan
• Anoka-Hennepin is focusing on: – Expanding programming to increase student enrollment in early learning opportunities – Continuing to monitor data related to kindergarten readiness – Strengthening collaboration between early childhood and elementary staff
Elementary achievement Minnesota Comprehensive Assessment (MCA) in reading 100%
Blue line represents 2015 state proficiency
90% 80%
68%
Percent Proficient
70% 60%
61% 59% 58%
72% 73%
58% 59% 61%
62% 63% 64%
2013 2014 2015
50% 40% 30% 20% 10% 0%
Grade 3
Grade 4
Grade 5
Elementary Overall
Elementary achievement Minnesota Comprehensive Assessment in math 100%
Blue line represents 2015 state proficiency
90%
Percent Proficient
80%
79%78% 73%
79%77%78%77%
76%76% 72%
69%69%
70%
71% 71%
76%75%75%75% 68%
2011
59%
60%
2012
50%
2013
40%
2014
30%
2015
20% 10% 0%
Grade 3
Grade 4
Grade 5
Elementary Overall
Elementary achievement Minnesota Comprehensive Assessment in science 100% 90%
Percent Proficient
80% 70%
64%
64%
69%
66% 58%
60%
60%
61%
50%
40% 30% 20% 10%
0%
5th Grade District
5th Grade State
59%
2012 2013 2014 2015
Elementary achievement Statewide district-to-district percentile comparison based on MCA proficiency 100% 90% 80%
75% 66%
70%
74%
70%
58%
60% 50%
82% 81% 72%
68%
65%
54% 56%
48%
2015 State percentile
42%
40% 30% 20% 10% 0% Grade 3
2014 State percentile
Grade 4 Reading
Grade 5
Grade 3
Grade 4 Math
Grade 5
Grade 5 Science
Elementary achievement Analysis of the data to identify areas of strength and areas for improvement
• All grades are outperforming the state in reading, math and science with the exception of grade 3 reading • MCA math proficiency is relatively consistent, whereas science proficiency decreased this past year • Elementary achievement in grades K-3 reading are trending downward – Anoka-Hennepin has decreased our state ranking from last year in reading in grades 3-5
Elementary achievement District response to the data – create an improvement plan
• Anoka-Hennepin is focusing on: – Studying elementary literacy in depth to make decisions related to materials and monitoring tools – Academic and behavioral planning to meet the individual needs of all learners through a multi-tiered system of support (MTSS) approach – Strengthening collaboration between early childhood and elementary staff
Middle school achievement Minnesota Comprehensive Assessment in reading 100%
Blue line represents 2015 state proficiency
90%
Percent Proficient
80% 70%
61%
64%
68%
60%
57%
61% 63% 53%
56%
59%
57%
60%
63%
50% 40% 30% 20% 10% 0%
Grade 6
Grade 7
Grade 8
Middle School Overall
2013 2014 2015
Middle school achievement Minnesota Comprehensive Assessment in math 100%
Blue line represents 2015 state proficiency
90%
Percent Proficient
80% 70% 60%
68% 63% 59%60% 54%
65% 63% 59% 55%56%
59% 58% 55%57% 54%
Grade 6
Grade 7
Grade 8
64% 61% 58% 58% 55%
50% 40%
30% 20% 10% 0%
Middle School…
2011 2012 2013 2014 2015
Middle school achievement Minnesota Comprehensive Assessment in science 100% 90%
Percent Proficient
80% 70%
60%
64%
62%
64%
55%
50%
43%
44%
45%
40% 30% 20%
10% 0%
8th Grade District
8th Grade State
46%
2012 2013 2014 2015
Middle school achievement Statewide district-to-district percentile comparison based on MCA proficiency 100%
96% 95%
90%
81% 84%
80%
80% 70%
73% 67%
65% 66%
83% 78%
70% 63% 63%
2014 State percentile
60% 50%
2015 State percentile
40%
30% 20% 10% 0%
Grade 6
Grade 7 Reading
Grade 8
Grade 6
Grade 7 Math
Grade 8
Grade 8 Science
Middle school achievement Analysis of the data to identify areas of strength and areas for improvement
• All grades are outperforming the state in all three subject areas • Middle school science is performing at the 95th percentile compared to all districts in the state • All grade levels increased their state ranking in reading and math with the exception of grade 8 math which maintained the ranking – Grade 8 math is ranked the lowest of all middle school subjects and grades
Middle school achievement District response to the data – create an improvement plan
• Anoka-Hennepin is focusing on: – Operationalizing the math study report, including examining the curriculum and instructional materials – Implementing administrative “learning walks” around common formative data cycles in English Language Arts – Academic, social and behavioral planning to meet the individual needs of all learners through a multi-tiered system of support (MTSS) approach • MS Advisor/Advisee Study Committee has been assembled to review advisory programming
High school achievement Minnesota Comprehensive Assessment in reading 100% Black line indicates the change in the test version given
90%
82% 76%
Percent Proficient
80% 70%
65%
64%
60%
59%
62%
60%
57%
2012 2013
50%
2014
40%
2015
30% 20% 10% 0%
Grade 10 District
Grade 10 State
High school achievement Minnesota Comprehensive Assessment in math 100%
Black line indicates the change in the test version given
90%
Percent Proficient
80% 70%
2012
60%
54%
2013 50%
50%
41%
52%
46%
50%
42%
2014 2015
40% 30% 20% 10% 0%
Grade 11 District
49%
Grade 11 State
High school achievement Minnesota Comprehensive Assessment in science 100%
90%
Percent Proficient
80%
70%
61% 60%
63% 58%
53%
52%
53%
53%
50% 40% 30% 20% 10% 0%
HS Biology District
HS Biology State
55%
2012 2013 2014 2015
High school achievement Statewide district-to-district percentile comparison based on MCA proficiency 100% 90% 80%
70%
85% 72%
73% 67% 2014 State percentile
58%
60%
48%
50%
2015 State percentile
40% 30% 20%
10% 0% Grade 10
Grade 11
HS Biology
Reading
Math
Science
High school achievement Students meeting the college-readiness benchmarks (PLAN) 100% 90% 80%
73% 72% 68%
70%
40%
54% 53% 42% 43%
43% 42% 39% 40%
47% 44%
29% 30%
30%
21% 22%
20%
26% 25%
10% 0% Math Benchmark=19
Science* Benchmark=20
Reading* Benchmark=18
English Benchmark=15
2011-12
2012-13 2013-14 2014-15
60%
60% 50%
* Vertical line represents a change in the college-readiness benchmark
All Four
High school achievement Students meeting the college-readiness benchmarks (ACT) 100% * Vertical line represents a change in the collegereadiness benchmark
90% 80%
73%
76%78%
72%
70%
60%
58%
60%
62%
60%
56%
54% 50%
50%
50%
54%
Horizontal line represents state data for 2015
56%57%
2011-12 2012-13
40%
38%
35%
37% 36%
30%
30%
2014-15
20% 10% 0% Math Benchmark=22
Science* Benchmark=23
Reading* Benchmark=22
English Benchmark=18
2013-14
All Four
High school achievement High school course taking – College and career readiness indicator
• 77% of seniors took at least one potential college-creditearning course throughout their high school experience – Potentially saving almost $13.5 million in college tuition
• Almost 19 thousand courses were taken by 2,597 students (approx. 7.3 courses / student)
High school achievement Analysis of the data to identify areas of strength and areas for improvement
• The majority of students are experiencing college-level course work during high school • High school reading and science outperformed the state, whereas math performed below the state – All subjects decreased their state ranking from last year – Math is ranked the lowest of all high school subjects
• The percent of students meeting ACT benchmark in math decreased significantly from last year
High school achievement District response to the data – create an improvement plan
• Anoka-Hennepin is focusing on: – Operationalizing the math study report, including examining the curriculum and instructional materials and approaches for math – Implementing programming that embeds foundational college skills into ninth grade math and tenth grade English (currently Anoka High School only) – Academic and behavioral planning to meet the individual needs of all learners through a multi-tiered system of support (MTSS) approach
Graduation indicators Percent of students graduating in four, five and six years
Districtwide graduation rate trends 100 90 80 70 60 50 40 30 20 10 0
71.61
74.47
78.36
75.85
75.04
74.99
77.12
77.01
76.75
75.86
81.29
81.61
Four Year Five Year Six Year
2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014
Graduation indicators Percent of students continuing in our system after four, five and six years
Districtwide continuing rate trends 100 90 80 70 60 50 40 30 20 10 0
Four Year
Five Year Six Year 16.16
16.01
13.28
14.57
16.03
16.76
16.29
17.02
18.55
18.77
14.4
13.81
2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014
Graduation indicators Analysis of the data to identify areas of strength and areas for improvement
• Four-year graduation rates are increasing, while dropout rates are decreasing • The majority of students not graduating in four years are remaining in our system to work toward earning their diploma
Graduation indicators District response to the data – create an improvement plan
• Anoka-Hennepin is focusing on: – Supporting students in meeting the requirements for four-year graduation – Working with students for whom additional time is needed to meet graduation requirements to identify paths of completion
Achievement gap closure Difference in proficiency rates between White students and students of color Note scale limit 30% 25% 20% 15% 10% 5% 0% Reading Math Science
2011 16.7% 21.8% 25.0%
2012 15.4% 18.3% 23.8%
2013 20.2% 16.8% 22.6%
2014 18.6% 17.5% 21.9%
2015 17.1% 18.0% 20.9%
Note: dotted line indicates a change in test from one year to the next; for math, change in grade 11 only
Achievement gap closure Black-white MCA-only reading achievement gap district comparison 100%
% change from 2008 to 2015
90% 80% 70% 60% 50% 40% 30% 20% 10% 0%
2008
2009
2010
2011
2012
2013
2014
2015
Anoka-Hennepin
25%
25%
20%
19%
17%
24%
23%
22%
State
35%
33%
31%
29%
30%
33%
34%
34%
MPLS
52%
50%
51%
47%
46%
54%
56%
55%
St Paul
40%
38%
38%
38%
39%
46%
48%
45%
RAVE
31%
30%
29%
24%
24%
30%
29%
30%
Bloomington
33%
30%
29%
29%
28%
34%
31%
34%
Mounds View
29%
30%
26%
25%
25%
34%
34%
34%
Anoka-Hennepin
-14%
State
-4%
MPLS
+6%
St. Paul
+11%
Rosemount-Apple Valley-Eagan (RAVE)
-5%
Bloomington
+4%
Mounds View
+17%
Note: Change in test in 2013
Achievement gap closure Black-white MCA-only math achievement gap district comparison 100%
% change from 2008 to 2015
90% 80% 70% 60% 50% 40% 30% 20% 10% 0%
2008
2009
2010
2011
2012
2013
2014
2015
Anoka-Hennepin
31%
29%
26%
29%
26%
24%
25%
27%
State
35%
35%
34%
35%
36%
35%
35%
37%
MPLS
52%
52%
51%
52%
51%
51%
55%
55%
St Paul
41%
41%
41%
44%
45%
45%
44%
44%
RAVE
34%
36%
32%
32%
33%
35%
31%
32%
Bloomington
36%
34%
37%
39%
37%
35%
37%
38%
Mounds View
30%
33%
33%
37%
34%
34%
31%
33%
Anoka-Hennepin
-14%
State
+4%
MPLS
+5%
St. Paul
+8%
Rosemount-Apple Valley-Eagan (RAVE)
-6%
Bloomington
+6%
Mounds View
+10%
Note: Change in test in 2011 in grades 3-8 and 2014 in grade 11
Achievement gap closure Analysis of the data to identify areas of strength and areas for improvement
• Anoka-Hennepin’s achievement gap continues to be among the lowest in the state – The achievement gap has narrowed overtime in reading, math and science overall, but increased slightly for math this past year – Evidence of the gap closing is seen in multiple measures – The largest gap between ethnic groups remains the gap between the white and black student groups
Achievement gap closure District response to the data – create an improvement plan
• Anoka-Hennepin is focusing on: – Implementing culturally responsive teaching (CRT) approaches throughout our system – Increasing instructional strategies, such as active engagement activities and the use of formative assessments, proven to raise achievement of all students – Pursuing ways to attract applicants from diverse backgrounds
Student perception data
Safety Students who report feeling safe at school 100% 90%
93%
90% 90%
92% 90% 91%
88%
Elementary Middle
80%
High
70% 60% 50% 40%
30% 20% 10% 0% State survey MNSS
Anti-bullying survey Student Engagement
grade survey 9thNinth Grade
Safety Students who report they have never been bullied in the last 30 days 100% 90% 79%
80% 69%
70% 60% 50%
50%
79%
71%
53% 2013-14
40%
2014-15
30% 20% 10% 0% Elementary
Middle Anti-bullying survey
High
Safety Analysis of the data to identify areas of strength and areas for improvement
• The vast majority of students report feeling safe • More students are reporting not being bullied than in years past • Bullying is still being reported and is more prevalent in elementary school than in middle or high school
Safety District response to the data – create an improvement plan
• Anoka-Hennepin is focusing on: – Expanding training to all staff – Implementing Anti-bullying Community Task Force recommendations, including incorporating student voice to a greater degree – Continuing intentional oversight and coordination of this work through the Anoka-Hennepin Anti-bullying/Anti-harassment Leadership Team
Connectedness and relationships Students who report having a good relationship with teachers 100% 90% 80%
93%
93% 84%
80%
Elementary
86%
Middle High
70% 60% 50%
40% 30% 20% 10% 0% Student engagement survey Student Engagement
Ninth grade survey 9th Grade
Senior Senior Exitexit survey
Connectedness and relationships Students who report learning things in school that will help them in their future 100% 90%
80%
97%
94%
92% 81%
82%
86%
85%
76%
Elementary
Middle High
70% 60% 50% 40% 30% 20% 10% 0% StateMNSS survey
Student Engagement Student engagement survey
9th Grade Ninth grade survey
Senior SeniorExit exit survey
Connectedness and relationships Students who report all students are treated fairly 100%
90% 80%
87% 75%
78%
79% 68%
70%
59%
60%
Elementary
50%
Middle
40%
High
30% 20% 10% 0% MNSS State survey
Student Engagement Student engagement survey
Connectedness and relationships Analysis of the data to identify areas of strength and areas for improvement
• The vast majority of students report good relationships with teachers • Most students report they believe the things they learn are relevant to their futures • Although there are a high percent of students that feel students are treated fairly, there are also students that feel not all students are treated fairly
Connectedness and relationships District response to the data – create an improvement plan
• Anoka-Hennepin is focusing on: – Emphasizing relationship building between students and teachers – Increasing awareness of fostering connections for students across content and between concepts – Implementing school wide behavioral plans, including training and support for staff – Seeking more in-depth student input concerning situations or circumstances where they feel all students are not being treated fairly
College and career planning Students who report feeling good about their future 97%
100% 90% 80%
97%
96% Elementary
84%
78%
Middle
73%
High
70% 60% 50% 40% 30% 20% 10% 0% State survey MNSS
Student engagement survey Student Engagement
College and career planning Students highest educational goal 100% 90% 80% 70%
2014-15 9th Graders
60% 50%
2014-15 12th Graders
42%
40%
35% 27%
30%
22%
20% 10%
5% 8%
3% 5%
6%
22%
12%
11%
2% 1%
0% HS Diploma Some college/ Two-year Four-year certificate college degree college degree
Graduate degree
Higher Graduate
No Response
College and career planning Analysis of the data to identify areas of strength and areas for improvement
• Most students feel good about their future • The vast majority of students report an educational goal of at least some college
College and career planning District response to the data – create an improvement plan
• Anoka-Hennepin is focusing on: – Supporting students in creating and revising individual college and career plans – Modeling and discussing the importance of college and career preparation at all levels – Helping students realize that college can be a reality for all
Questions and comments anoka.k12.mn.us/ret
