Stoneham Public Schools

State Accountability Overview/Report 2024

October 25, 2024

Key Takeaways from State Data

From Department of Elementary and Secondary Education regarding the trends in the state from 2024 MCAS & Accountability data:

English language arts: English language arts scores decreased in 2024 as compared to 2023.

Math: Compared to 2023, the percentage of students scoring Meeting or Exceeding Expectations in math remained the same in grades 3-8. The percentage of students who scored Meeting or Exceeding Expectations in grade 10 decreased 2 percentage points.

Science: Science scores increased in grades 5 and 10 and decreased in grade 8.

Absenteeism: The state’s schools and families continued to show progress in addressing chronic absenteeism, with the statewide rate decreasing from 22.2 percent to 19.7 percent of students chronically absent last school year“Change in education is a process, not an event. As the MCAS results show today, the road back from the pandemic is not short. We’re encouraged to see that students are making gains in science and technology/engineering, but there is still more work to do in English language arts and math,” said Education Secretary Patrick A. Tutwiler.

Press Release: .MCAS Scores Show Importance of Continued Focus on Absenteeism, Literacy

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Accountability Overview

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1. Historical View-MCAS grades 3-8 & grade 10
2. School by school view vs. state data
3. Subgroup review of MCAS
4. Action steps for schools and specific target areas
5. Accountability results by school
6. Chronic absenteeism

SPS Historical View-Grades 3-8 ELA

District Historical View-Grades 3-8 Math

2024 ELA/Math State/District Comparison Grades 3-8

2024 STE State/District Comparison Grades 8

Action Steps and Strategic Priorities-Elementary Schools

1. Investment in a core ELA curriculum (Tier 1) for all three elementary schools.
2. Focus on strategic intervention (Tier 2 & 3)
3. Data Informed decision making
4. Strengthening our instructional practices with professional development.
5. Science of Reading instruction

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Action Steps and Strategic Priorities-Middle School

1. Data Driven Dialogue
2. Redesign skills class
3. A foundations of literacy course-Sarah Fennelly, PhD.
4. Universal Design for Learning-focus
5. Culturally Responsive Practices-a focus area for professional development.

SPS Grade 10 Historical Math Achievement

SPS Grade 10 Historical ELA Achievement

2024ELA/Math MCAS State/District Comparison Grade 10

2024 Science MCAS State/District Comparison Grade 10

Action Steps and Strategic Priorities-High School

1. UDL coaches to support staff across the grades and disciplines.
2. Curriculum writing across all content areas w/UDL & culturally responsive practices.
3. Continued expansion of AP coursework access for all students.
4. Data driven dialogue with common assessments
5. Co-teaching, co-planning and collaboration.
6. MCAS tutoring
7. MyCap Grant

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2024 ELA/Math Results by Disability Status Grades 3-8

Students with disabilities: Indicates the percent of enrollment who meet any one of the definitions of students with disabilities: autism, communication impairment, developmental delay, emotional impairment, health impairment, intellectual impairment, neurological impairment, physical impairment, sensory impairment, and specific learning disability. Source: Massachusetts Department of Elementary and Secondary Education, Special Education Definitions.

2024 ELA/Math Results by Disability Status Grade 10

Students with disabilities: Indicates the percent of enrollment who meet any one of the definitions of students with disabilities: autism, communication impairment, developmental delay, emotional impairment, health impairment, intellectual impairment, neurological impairment, physical impairment, sensory impairment, and specific learning disability. Source: Massachusetts Department of Elementary and Secondary Education, Special Education Definitions.

Action Steps and Strategic Priorities-Disability Status

1. Training in specific/strategic reading programs.
2. DESE’s Dyslexia Institute– action plan to share.
3. Focus on building level leadership collaboration w/coordinators.
4. A focus on inclusion across the district with co-teaching/co-planning.

2024 ELA/Math Results by English Learner Grades 3-8

English learner: For the purposes of this report, a student is considered an English learner if they are designated as First Language Not English, Limited English Proficient, English Language Learner(ELL), and Former English Language Learner (ELL).

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First Language Not English (FLNE): [NC1] Indicated the percentage of enrollment whose first language is a language other than English. Source: Massachusetts Department of Elementary and Secondary Education, About the Data. Data reported as of October 1.

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Limited English Proficient (LEP): Indicates the percent of enrollment who are limited English proficient, defined as "a student whose first language is a language other than English who is unable to perform ordinary classroom work in English." Source: Massachusetts Department of Elementary and Secondary Education, About the Data. Data reported as of October

Definition Source: Rennie Center

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2024 ELA/Math Results by English Learner Grades 10

English learner: For the purposes of this report, a student is considered an English learner if they are designated as First Language Not English, Limited English Proficient, English Language Learner(ELL), and Former English Language Learner (ELL).

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First Language Not English (FLNE): [NC1] Indicated the percentage of enrollment whose first language is a language other than English. Source: Massachusetts Department of Elementary and Secondary Education, About the Data. Data reported as of October 1.

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Limited English Proficient (LEP): Indicates the percent of enrollment who are limited English proficient, defined as "a student whose first language is a language other than English who is unable to perform ordinary classroom work in English." Source: Massachusetts Department of Elementary and Secondary Education, About the Data. Data reported as of October

Definition Source: Rennie Center

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Action Steps and Strategic Priorities-English Learner Status

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1. Investigation of an ESL K-12 curriculum is underway this school year.

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• Staff will include dedicated time for ESL teachers and classroom teachers to collaborate and co-plan

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2024 Results Economically Disadvantaged Grades 3-8

Low income: (Used prior to 2015) Indicates the percent of enrollment who meet any one of the following definitions of low-income: the student is eligible for free or reduced price lunch; the student receives Transitional Aid to Families benefits; or the student is eligible for food stamps. Economically disadvantaged: (Used in 2015 and after) Calculated based on a student's participation in one or more of the following state-administered programs: the Supplemental Nutrition Assistance Program (SNAP); the Transitional Assistance for Families with Dependent Children (TAFDC); the Department of Children and Families' (DCF) foster care program; and MassHealth (Medicaid). Source: Massachusetts Department of Elementary and Secondary Education, Understanding the Economically Disadvantaged Indicator.

* It is important for users of this data to understand that enrollment percentages and achievement data for "economically disadvantaged" students cannot be directly compared to "low income" data in prior years.

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2024 Results Economically Disadvantaged Grades 10

Low income: (Used prior to 2015) Indicates the percent of enrollment who meet any one of the following definitions of low-income: the student is eligible for free or reduced price lunch; the student receives Transitional Aid to Families benefits; or the student is eligible for food stamps. Economically disadvantaged: (Used in 2015 and after) Calculated based on a student's participation in one or more of the following state-administered programs: the Supplemental Nutrition Assistance Program (SNAP); the Transitional Assistance for Families with Dependent Children (TAFDC); the Department of Children and Families' (DCF) foster care program; and MassHealth (Medicaid). Source: Massachusetts Department of Elementary and Secondary Education, Understanding the Economically Disadvantaged Indicator.

* It is important for users of this data to understand that enrollment percentages and achievement data for "economically disadvantaged" students cannot be directly compared to "low income" data in prior years. Definition from: Rennie Center

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2024 ELA/Math Results by High Needs Grades 3-8

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The DESE defines high needs students as those who are:

• Low income
• Economically disadvantaged
• English Language Learners (ELLs) or former ELLs
• Students with disabilities

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2024 ELA/Math Results by High Needs Grades 10

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The Department of Elementary and Secondary Education (DESE) defines high needs students as those who are:

• Low income
• Economically disadvantaged
• English Language Learners (ELLs) or former ELLs
• Students with disabilities

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2024 ELA/Math Results by Title One Status Grade 3-8

Title I status is a designation given to students who are at risk of not meeting state academic standards and are eligible for supplemental financial assistance and services.

2024 ELA/Math Results by Title One Status Grade 10

Title I status is a designation given to students who are at risk of not meeting state academic standards and are eligible for supplemental financial assistance and services

Action Steps and Strategic Priorities-

High Needs/Title One/Economically Disadvantaged

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1. High quality instructional materials–Fish Tank
2. UDL focus
3. After school tutoring
4. Additional instructional supports(Tiers 2 & 3) per data driven dialogue 3 X year
5. Title One Funding directed towards-programming for struggling students

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2024 ELA/Math Results by Race and Ethnicity

Racial identification: Indicates the general racial and ethnic category that most clearly reflects the individual’s recognition of his or her community or with which the individual most identifies. Source: Massachusetts Department of Elementary and Secondary Education, Race and Ethnicity Data Collection. Data reported as of October 1.

• African American or Black: A person having origins in any of the black racial groups of Africa.
• Asian: A person having origins in any of the original peoples of the Far East, Southeast Asia, or the Indian subcontinent.
• Hispanic or Latino: A person of Cuban, Mexican, Puerto Rican, South or Central American, or other Spanish culture or origin, regardless of race.
• White: A person having origins in any of the original peoples of Europe, the Middle East, or North Africa.

2024 ELA/Math Results by Race and Ethnicity

Racial identification: Indicates the general racial and ethnic category that most clearly reflects the individual’s recognition of his or her community or with which the individual most identifies. Source: Massachusetts Department of Elementary and Secondary Education, Race and Ethnicity Data Collection. Data reported as of October 1.

• African American or Black: A person having origins in any of the black racial groups of Africa.
• Asian: A person having origins in any of the original peoples of the Far East, Southeast Asia, or the Indian subcontinent.
• Hispanic or Latino: A person of Cuban, Mexican, Puerto Rican, South or Central American, or other Spanish culture or origin, regardless of race.
• White: A person having origins in any of the original peoples of Europe, the Middle East, or North Africa.

2024 ELA/Math Results by Race and Ethnicity

Racial identification: Indicates the general racial and ethnic category that most clearly reflects the individual’s recognition of his or her community or with which the individual most identifies. Source: Massachusetts Department of Elementary and Secondary Education, Race and Ethnicity Data Collection. Data reported as of October 1.

• African American or Black: A person having origins in any of the black racial groups of Africa.
• Asian: A person having origins in any of the original peoples of the Far East, Southeast Asia, or the Indian subcontinent.
• Hispanic or Latino: A person of Cuban, Mexican, Puerto Rican, South or Central American, or other Spanish culture or origin, regardless of race.
• White: A person having origins in any of the original peoples of Europe, the Middle East, or North Africa.

2024 ELA/Math Results by Race and Ethnicity

Racial identification: Indicates the general racial and ethnic category that most clearly reflects the individual’s recognition of his or her community or with which the individual most identifies. Source: Massachusetts Department of Elementary and Secondary Education, Race and Ethnicity Data Collection. Data reported as of October 1.

• African American or Black: A person having origins in any of the black racial groups of Africa.
• Asian: A person having origins in any of the original peoples of the Far East, Southeast Asia, or the Indian subcontinent.
• Hispanic or Latino: A person of Cuban, Mexican, Puerto Rican, South or Central American, or other Spanish culture or origin, regardless of race.
• White: A person having origins in any of the original peoples of Europe, the Middle East, or North Africa.

2024 ELA/Math Results by Race and Ethnicity

Racial identification: Indicates the general racial and ethnic category that most clearly reflects the individual’s recognition of his or her community or with which the individual most identifies. Source: Massachusetts Department of Elementary and Secondary Education, Race and Ethnicity Data Collection. Data reported as of October 1.

• African American or Black: A person having origins in any of the black racial groups of Africa.
• Asian: A person having origins in any of the original peoples of the Far East, Southeast Asia, or the Indian subcontinent.
• Hispanic or Latino: A person of Cuban, Mexican, Puerto Rican, South or Central American, or other Spanish culture or origin, regardless of race.
• White: A person having origins in any of the original peoples of Europe, the Middle East, or North Africa.

Action Steps and Strategic Priorities-Race/Ethnicity

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1. High quality instructional materials that culturally responsive.
2. Professional development with a focus on culturally responsive teaching.
3. A focus on our new educator evaluation rubric that focuses on:

The rubric updates are grounded in DESE's Educational Vision for effective teaching and leadership, and reflect input from educators, students, and families across Massachusetts on anti racist, inclusive, and equitable practices that support all students to attain academic knowledge and skills, understand and value themselves and others, and engage with the world.

Accountability Status/Indicators

Criterion Referenced Percentage Results (overall)

Recent History of Accountability Measures

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In 2023-2024 school year, were designated as a “Needs Assistance” district. After the release of the embargoed 2024 MCAS data, progress has been from this past school year and we are no longer categorized as this by DESE! Stoneham is now “not requiring assistance or intervention”.

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Accountability Results Colonial Park

Accountability Results Robin Hood

Accountability Results South

Accountability Results Central Middle School

Accountability Results Stoneham High School

2024 Chronic Absenteeism

Resources/More Information

MCAS Parent Resources

• Parent Guide to the MCAS (available in several languages

• Annotated Parent/Guardian Reports (PPT) • Frequently Asked Questions (FAQs)

• What are the Achievement Level Descriptors?

• Item Descriptions for Grades 3-8 ELA and Mathematics

• Parent/guardian report templates and translations

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School and District Report Card

THANK YOU!

Kathryn Castonguay, Ed.D., Assistant Superintendent

kcastonguay@stonehamschools.org

Office Phone: (781)-279-3802 Ext.-1312

Cell Phone: Cell Phone: (781)-571-6193

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