2016 Accountability Determination Belmont Public Schools Presentation to School Committee September 27, 2016
District Accountability Data � Burbank Elementary School Level 1 � Butler Elementary School Level 1 � Wellington Elementary School Level 1 � Winn Brook Elementary School Level 1 � Chenery Middle School Level 1 � Belmont High School Level 1 � Belmont Public School District Level 1
Commendation Schools � Burbank Elementary School Commended for High Progress � Butler Elementary School: National Blue Ribbon School Candidate – High Performing
Cumulative PPI School All Students High Needs Subgroup Burbank Elementary School 100 n/a Butler Elementary School 97 100 Wellington Elementary 86 99 School Winn Brook Elementary 100 n/a School Chenery Middle School 100 100 Belmont High School 93 76
Progress and Performance Index (PPI) � Annual PPI is based on up to seven measures � Achievement in English language arts (ELA) � Achievement in mathematics � Achievement in science � Growth (Student Growth Percentile or SGP) in ELA � Growth (SGP) in math � Cohort graduation rate (for high schools) � Annual dropout rate (for high schools)
Composite Performance Index (CPI) � CPI is the measure to calculate achievement in ELA, math, and science � Each student’s MCAS score earns points � 100 points for a score of Proficient or Advanced � 75 points for a high Needs Improvement score � 50 points for a low Needs Improvement score � 25 points for a high Warning/Failing score � 0 points for a low Warning/Failing score � PARCC scores were translated into CPI points and the MCAS Achievement Scale (see Appendix A)
No Child Left Behind (NCLB) Requirements � The Massachusetts Department of Elementary and Secondary Education received a waiver under the federal NCLB requirements [We are still operating under this waiver, although it expired Aug. 1, 2016.] � Instead of requiring all students to be proficient by 2014, all schools must halve the distance between performance (based on CPI) in 2011 and proficiency by the year 2017 � Schools meeting or exceeding CPI targets earn more points toward the annual Progress and Performance Index
Student Growth Percentile How well did a student grow or improve compared to his/her peers? Example � A student earns a score of 740 on the 7 th grade math PARCC. � His “peers” are all the other students in Massachusetts who earned the same score on the 7 th grade math PARCC. � His SGP compares his performance on the 8 th grade math PARCC to all his “peers.” � An SGP of 60 means that the student performed better than 60% of his academic peers.
Extra Credit � Decrease in the percent of students scoring Warning/Failing (>10%) � Increase in the percent of students scoring Advanced (>10%) � Dropout Reengagement � Reengage 2 or more students who dropped out of school in any of the previous four years � Demonstrate strong growth on the ACCESS for ELLs English language proficiency assessment
Summary of BPS 2016 Data 2016 CPI 2016 CPI 2016 CPI 2016 SGP 2016 SGP ELA math science ELA math BHS, all students 99.5 98.7 98.7 60 63.5 BHS, high needs subgroup 97.7 92.9 91.7 62 56 CMS, all students 98.2 93.7 91.5 62 60 CMS, high needs subgroup 92.4 79 78.7 55 52
Summary of BPS 2016 Data 2016 CPI 2016 CPI 2016 CPI 2016 SGP 2016 SGP ELA math science ELA math 96.9 96.6 n/a 69 61 Burbank, all students [high needs subgroup < 20] 95 95.7 n/a 68 69 Butler, all students 93.5 92.9 n/a n/a n/a Butler, high needs subgroup 92.5 94.2 n/a 42 37 Wellington, all students Wellington, high needs 78.7 84.6 n/a n/a n/a subgroup 95.4 97.5 n/a 62.5 44.5 Winn Brook, all students [high needs subgroup < 20]
Summary of BPS 2016 Data Increase Decrease Increase Decrease Increase Decrease High growth advanced, warning, advanced, warning, advanced, warning, on ACCESS ELA ELA math math science science for ELLs BHS, all students no no no no no no yes BHS, high needs subgroup yes no no no yes no yes CMS, all students yes yes yes no yes yes n/a CMS, high needs subgroup yes yes yes no yes yes n/a
Summary of BPS 2016 Data High Increase Decrease Increase Decrease Increase Decrease growth on advanced, warning, advanced, warning, advanced, warning, ACCESS for ELA ELA math math science science ELLs Burbank, all students no yes no yes n/a n/a n/a [high needs subgroup < 20] Butler, all students no no no yes n/a n/a n/a Butler, high needs subgroup yes yes yes yes n/a n/a n/a Wellington, all students no no no no n/a n/a yes Wellington, high needs subgroup no no yes no n/a n/a yes Winn Brook, all students no yes no no n/a n/a yes [high needs subgroup < 20]
What is the Cumulative Progress and Performance Index? � The average of the Progress and Performance Index from the current year and the previous three years, weighted as follows: � 2012 x 1 � 2013 x 2 � 2014 x 3 � 2015 x 4 � Result is a number up to 100. � All students and high needs subgroup must have a number of 75 or above to earn Level 1.
Accountability and School School Percentile Assistance Level Burbank Elementary School Level 1 – Commended for 99 High Progress Butler Elementary School Level 1 – National Blue 96 Ribbon School Candidate Wellington Elementary School Level 1 84 Winn Brook Elementary Level 1 98 School Chenery Middle School Level 1 98 Belmont High School Level 1 93 District Level 1 n/a
Cumulative PPI School All Students High Needs Subgroup Burbank Elementary School 100 n/a Butler Elementary School 97 100 Wellington Elementary 86 99 School Winn Brook Elementary 100 n/a School Chenery Middle School 100 100 Belmont High School 93 76
Strengths � High achievement for all students, all levels in ELA, math, and science, as measured by the CPI � Continued to see high achievement and growth on the more rigorous PARCC assessment (grades 3-8) � Strong progress toward the goal of proficiency for all students at all schools, as measured by the cumulative PPI � High performing schools, as measured by the school percentiles, compared to schools across the state.
Challenges � Gap between CPI of all students and students in the “high needs” subgroup as well as the subgroups of students with disabilities and African American students � Ensuring that all students’ needs are met is the district’s priority, as seen in our two Strategic Plan focus areas: � Addressing Achievement Gaps � Improving our Social and Emotional Learning framework
Thank You To all administrators, curriculum leaders, teachers, and staff in Belmont whose focus on teaching and learning and dedication to the success of each and every student is evident in the data presented today.
School and District Profile � Link to DESE School and District Profile for Belmont � Link to Massachusetts Department of Elementary and Secondary Education Web Site � Link to Accountability Information from BPS Web Site
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