2. RANKINGS
• According to schooldigger.com
• District
• NHS
38/319
59/343 - Boston Magazine #54
• Kennedy
• Wilson
52/370
75/370
•
•
•
•
•
Ben Hem
Memorial
Brown
Lilja
Johnson
49/886
55/886
65/886
76/886
111/886
3. ADVANCED AND PROFICIENT
TEST
NATICK
STATE AVERAGE
Diff.
10 ELA
10 SCIENCE
10 MATH
97
90
89
91
80
71
6
10
18
8 ELA
92
78
14
8 MATH
76
55
21
8 SCIENCE
7 ELA
7 MATH
6 ELA
6 MATH
5 ELA
5 MATH
5 SCIENCE
4 ELA
4 MATH
3 READING
3 MATH
63
85
71
81
75
78
75
70
76
75
81
86
39
72
52
67
61
66
61
51
53
52
57
66
24
13
19
14
14
12
14
19
23
23
24
20
11. GRADE 10 ELA 12 YEAR COMPARISON
120
98
100
88
81
80
79
77
89
ELA 06
ELA 07
95
94
ELA 09
ELA 10
ELA 11
97
88
ELA 05
95
73
60
40
20
0
ELA 01
ELA 02
ELA 03
ELA 04
ELA 08
ELA 13`
17. GRADE 6 MATH - 12 YEAR COMPARISON
90
80
75
73
68
70
60
50
Math 06
73
72
69
68
Math 05
78
75
55
47
46
Math 02
Math 03
40
30
20
10
0
Math 04
Math 07
Math 08
Math 09
Math 10
Math 11
Math 12
Math 13
23. BEN HEM 2008 - 2013
Ben Hem
350
83
300
75
56
250
80
86
79
79
83
83
84
80
75
200
78
78
79
65
86
150
78
73
65
100
81
71
70
73
50
0
1
2
Grade 3 ELA
3
Grade 3 Math
4
Grade 4 ELA
5
Grade 4 Math
6
24. ELA RECOMMENDATIONS
• Analyze those MCAS items that have been
correlated to the PARCC.
• Implement PARCC based writing assignment that
measures student growth
• Focus regular assessment that allows students to
practice analysis/synthesis of several texts in writing
• Refine and align common writing assignments to
mirror PARCC writing requirements
• Focus on texts types/purposes an writing
production/distribution in lower grades (K-4)
• Focus on key ideas and idea development upper
grades (5-10)
25. MATH RECOMMENDATIONS
• Analyze those MCAS items that have been correlated to
the PARCC.
• Implement PARCC-like math writing assignment that
measures student growth
• Monitor implementation/alignment of Math XL (Grades
9-12) to CCSS
• Monitor implementation/alignment of Go Math! (Grade
5) and Big Ideas Math (Grades 6-8) to CCSS
• Continue to encourage adaptive, personalized math
practice products employed at secondary level, across
system
• Focus on mathematical practice and mastery of
discrete skills and materials at earlier levels
• Continued focus on Number Sense Domain
26. SCIENCE RECOMMENDATIONS
• Elementary engineering units must be guaranteed
• Pending: MA does not appear to be adopting the
Next Generation Science Standards
• MA will update science standards, NPS will respond
• Increased focus on PARCC-like tasks transfer well to
the analysis required for science reading and
writing
• PARCC tasks designed to examine data sets, charts,
tables, etc. will give our students more regular
access to analytical tasks demanded in science
MCAS (or whatever next test may be).
27. CLOSING GAPS
• Accountability ratings now rest on gap closing
• Achievement as a sole measure strongly correlates to socioeconomic status of the schools
• Celebrate Johnson
• Rising and shifting poverty and high-needs students in district
may require revision of resource distribution
• More advanced students than ever
• Achievement = “NorthEast;” gap is slowly narrowing but not at
pace with state suggested targets (hence the Level 2 status)
• Revamp of the special education model at MS is designed to
address this
• Future Recommendations:
• Less Pull-Out More Push-In Support for special education students
coupled with personalized challenge pathways for student who can
move ahead and do more
• Continued focus on co-teaching models
• Maximize the personalization technology can bring
• Focus on stronger assessments with unity of rigor, implementation and
systematic support
28. EXAMPLE OF DEPT. HEAD WORK
• At WMS the 2013 Math MCAS data indicates that the Expressions and
Equations domain is an area of relative strength across grades.
• 90% of 5th grade students are able to write and interpret numerical
expressions
• 87% of 6th grade students are able to represent and analyze quantitative
relationships between dependent and independent variables
• 86% of 7th grade students are able to solve real-life and mathematical
problems using numerical and algebraic expressions and equations
• 84% of 8th grade students are able to understand the connections between
proportional relationships, lines and linear equations
• At WMS the 2013 Math MCAS data indicates that the Geometry domain is an
area of relative weakness across grades.
• 65% of 5th grade students are able to classify two-dimensional figures into
categories based on their properties
• 69% of 6th grade students are able to solve real-word and mathematical
problems involving area, surface area, and volume
• 71% of 7th grade students are able to are able to solve real-word and
mathematical problems involving angle measure, area, surface area, and
volume
• 70% of 8th grade students are able to understand congruence and similarity
using physical models, transparencies, or geometric software