Agenda Item
a. Milestone Data
Summary: Presented by: Dr. Candace Alexander, Chief of Accountability & Continuous Improvement, Division of Accountability & Continuous Improvement
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COMMITTEE OF THE WHOLE
OCTOBER 7, 2024
BOARD OF EDUCATION MEETING
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GEORGIA MILESTONES
END-OF-GRADE (EOG)
ACHIEVEMENT LEVELS
ELEMENTARY SCHOOL
Achievement level totals may be off by
0.1 due to rounding.
3
37.91%
34.24%
30.70%
11.43% 11.68%
Achievement level totals may be off by
0.1 due to rounding.
4
29.04% 45.87%
21.34% 55.84%
72.97% 40.00%
3
Achievement level totals may be off by 5
0.1 due to rounding.
30.03%
32.30%
34.50%
14.55% 16.95%
Achievement level totals may be off by 6
0.1 due to rounding.
24.24% 52.30%
22.87% 50.55%
73.24% 29.17%
Achievement level totals may be off by 7
0.1 due to rounding.
5
30.24%
31.36%
32.41%
12.35% 7.81%
Achievement level totals may be off by 8
0.1 due to rounding.
5
24.63% 49.17%
20.33% 49.73%
73.13% 33.34%
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GEORGIA MILESTONES
END-OF-GRADE (EOG)
ACHIEVEMENT LEVELS
MIDDLE SCHOOL
Achievement level totals may be off by 10
0.1 due to rounding.
38.22%
33.91%
29.91%
8.85% 5.30%
Achievement level totals may be off by 11
0.1 due to rounding.
29.52% 46.49%
23.04% 54.90%
74.19% 21.05%
Achievement level totals may be off by 12
0.1 due to rounding.
22.64%
23.74%
24.74%
5.74% 5.31%
Achievement level totals may be off by 13
0.1 due to rounding.
17.82% 38.68%
15.17% 37.85%
67.01% 13.98%
Achievement level totals may be off by 14
0.1 due to rounding.
21.18%
21.95%
22.65%
4.85% 6.08%
3
Achievement level totals may be off by 15
0.1 due to rounding.
18.32% 31.15%
13.78% 40.65%
61.46% 12.00%
Achievement level totals may be off by 16
0.1 due to rounding.
22.65%
23.48%
24.23%
7.11% 3.07%
Achievement level totals may be off by 17
0.1 due to rounding.
19.32% 35.08%
13.15% 45.50%
62.52% 25.00%
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GEORGIA MILESTONES
END-OF-COURSE (EOC)
ACHIEVEMENT LEVELS
MIDDLE SCHOOL
Achievement level totals may be off by 19
0.1 due to rounding.
59.63%
62.89%
67.06%
Too Few Students Too Few Students
Achievement level totals may be off by 20
0.1 due to rounding.
53.84% 80.00%
49.20%
Too Few Students
70.00%
Too Few Students
Achievement level totals may be off by 21
0.1 due to rounding.
76.65%
78.87%
80.92%
85.71%
Too Few Students Too Few Students
Achievement level totals may be off by 22
0.1 due to rounding.
68.40% 91.49%
74.78% 72.41%
85.67%
Too Few Students
4
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GEORGIA MILESTONES
END-OF-COURSE (EOC)
ACHIEVEMENT LEVELS
HIGH SCHOOL
Achievement level totals may be off by 24
0.1 due to rounding.
37.58%
33.66%
29.75%
6.95% 1.72%
4
Achievement level totals may be off by 25
0.1 due to rounding.
26.61% 47.57%
22.17% 50.33%
81.91% 27.78%
Achievement level totals may be off by 26
0.1 due to rounding.
18.91%
18.34%
17.79%
5.81% 10.39%
Achievement level totals may be off by 27
0.1 due to rounding.
15.06% 33.24%
16.01% 24.52%
43.37% 20.00%
Achievement level totals may be off by 28
0.1 due to rounding.
32.82%
33.22%
33.63%
12.33% 12.54%
Achievement level totals may be off by 29
0.1 due to rounding.
24.67% 49.08%
30.00% 51.33%
78.46% 36.00%
4
Achievement level totals may be off by 30
0.1 due to rounding.
24.33%
28.20%
31.77%
12.00% 11.93%
4
Achievement level totals may be off by 31
0.1 due to rounding.
25.50% 37.20%
23.60% 41.31%
63.12% 33.33%
4
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ENGLISH/LANGUAGE ARTS OVERALL SUMMARY
• Six out of seven assessments (85.7% ) showed improvement in students scoring proficient and distinguished.
• The most notable improvements were in 5th grade with an increase of 6.9% over the prior year, and on
American Literature and Composition, with a 2.8% increase from 2023 to 2024.
10/6/2024
SCIENCE OVERALL SUMMARY
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• Three out of four assessments (75.0%) showed improvement in students scoring proficient and distinguished.
• The most notable improvement was in 5th grade with an increase of 3.5% over the prior year.
10/6/2024
SOCIAL STUDIES OVERALL SUMMARY
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• Both social studies assessments showed improvement in students scoring proficient and distinguished.
• Eighth grade had an increase of 1.6% over the prior year, and United States History had a 1.2% increase
from 2023 to 2024.
10/6/2024
MATH EOG OVERALL SUMMARY
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2023 2024 Difference 2023 2024 Difference
Grade
Count Count 23 to 24 Percent Percent 23 to 24
3 2,389 2,156 -233 33.8% 32.1% -1.7%
4 2,264 2,381 117 33.9% 34.3% 0.4%
5 1,736 2,049 313 25.3% 30.4% 5.1%
3-5 6,389 6,586 197 31.0% 32.3% 1.3%
Mathematics EOG 6 1,287 1,262 -25 19.7% 19.8% 0.1%
7 1,320 1,499 179 20.2% 22.4% 2.2%
8 1,615 1,898 283 23.4% 28.9% 5.5%
6-8 4,222 4,659 437 21.1% 23.7% 2.6%
Total 10,611 11,245 634 26.2% 28.1% 1.9%
• Five out of six grade levels (83.3%) showed improvement in students scoring proficient and distinguished.
• The most notable improvements were in 8th grade with an increase of 5.5% over the prior year, and in 5th
grade, with a 5.1% increase from 2023 to 2024.
• Overall, grades 3-5 increased by 1.3% and grades 6-8 increased by 2.6% over the prior year’s assessments.
10/6/2024
MATH EOC OVERALL SUMMARY
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2023 2024 Difference 2023 2024 Difference
Grade
Count Count 23 to 24 Percent Percent 23 to 24
Algebra: Concepts and Middle 487 628 141 78.2% 78.9% 0.7%
Connections and Algebra I/ High 1,284 1,091 -193 17.2% 18.8% 1.6%
Coordinate Algebra EOCs Total 1,771 1,719 -52 21.9% 26.1% 4.2%
School year 2024 serves as the baseline year for the new mathematics end-of-course assessment, Algebra:
Concepts and Connections.
• At the middle school level, the new assessment showed an increase in students scoring proficient and above,
from 78.2 to 78.9 (+0.7).
• Likewise, at the high school level, the new assessment showed an increase in students scoring proficient and
above, from 17.2 to 18.8 (+1.6).
• Overall, the secondary level math proficiency rate increased from 21.9 in 2023 to 26.1 in 2024, an increase
of 4.2.
10/6/2024
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NEXT STEPS - MAP
Overall, MAP quintiles are a tool for understanding where students fall on the
achievement continuum and for providing data-driven, differentiated instruction.
Assessment Team offers
o School Testing Coordinators (STCs) support through weekly office hours
o Professional Learning
o Links to MAP Videos
o School visits
o Work sessions—virtually or in-person, and
o MAP resources available on the Assessment SharePoint Site.
Analyze MAP Data:
• Break down MAP scores to identify strengths, weaknesses, and trends in student
performance. Focus on growth data, not just proficiency.
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NEXT STEPS – MAP
• Data Analysis: Teachers and administrators can use quintiles to group students by
their performance level, making it easier to identify trends, track growth, and plan
targeted instruction. NWEA MAP Action Plans
• Differentiation: Quintiles help educators tailor instruction to meet the needs of
students in different performance ranges, ensuring that low performers receive
intervention and high performers receive enrichment.
• Goal Setting: By using quintiles, schools can set growth goals for students across the
spectrum, aiming for improvement within each quintile rather than just focusing on
students who are below average. Student Goal-Setting Worksheets
• Equity of Support: Quintile data ensures that instructional support is distributed across
all performance levels, not just those who are significantly behind or ahead..
NEXT STEPS – MAP 39
Professional Learning Communities (PLCs):
• Collaborate regularly in PLCs to discuss data, share effective instructional strategies, and
monitor progress. Teachers can plan differentiated lessons based on MAP data to target
specific student needs.
Literacy and Math Instruction:
• Ensure that core literacy and math instruction is aligned with state standards and
emphasizes critical thinking, problem-solving, and comprehension.
Ongoing Professional Learning:
• Equip school leaders with knowledge of pulling and reading MAP reports and creating a plan
of action on how to use the data once disaggregated.
• Equip teachers with strategies for using MAP data and improving instructional practices.
Formative Assessments:
• Use formative assessments alongside MAP to continuously gauge student progress and
adjust instruction as needed.
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NEXT STEPS – MAP
Goal Setting and Parent Involvement
• Engage Students in Setting Goals: Encourage students to set their own growth goals
based on their MAP scores. Regular check-ins on progress motivate students to take
ownership of their learning.
• Celebrate Growth: Recognize and celebrate small growth increments to keep students
motivated.
• Communicate with Parents: Share MAP data with parents and explain how they can
support their children’s learning at home. Provide resources for additional practice in
areas of need.
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NEXT STEPS – SCHOOLS AND LEADERSHIP
Targeted Interventions:
Group students based on their performance levels (low, average, high) and provide
interventions or enrichment activities that meet their needs.
Tiered Instructional Support: (Principal +2; Individualized Coach)
Personalized Learning Plans: Use the data to create individual learning plans that address
specific skill gaps or accelerate learning for advanced students.
Differentiated Instruction:
Tailor instruction to meet the diverse needs of students. This can include flexible grouping,
scaffolding, and various learning modalities.
Small Group Instruction:
Provide focused, small-group instruction that targets specific skill deficits identified in the
MAP data.
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NEXT STEPS – SCHOOLS AND LEADERSHIP
SYSTEM 4 - PROGRESS MONITORING AND ANALYSIS OF STUDENT WORK
• Conduct Collaborative Calibration Visits (CCV), Reality Checks, and Learning Walks
LEARNING WALKS
• provide school-based leadership with Area feedback related to instruction,
• allow opportunities to observe strategies and best practices throughout the Area based on data,
• build the instructional capacity of school-based leaders, and
• provide insight to the Area Superintendent
SYSTEM 2: EFFECTIVE USE OF DATA - IMPROVE PERFORMANCE BY ANALYZING AND ACTING ON THE EVIDENCE
• Balanced Assessment System - Academic and Non-Academic data
• Consistent Assessment practices
• Data used in classroom, PLC, and school level to support all scholars and address academic and non-academic
needs
• Training for building and district leaders on:
▪ Data platforms and the information they provide
▪ Understanding the available data
• Effective data analysis
• Development of a plan to respond
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NEXT STEPS –CURRICULUM AND INSTRUCTION
Planning and Teaching:
• Utilize the DCSD curriculum - (Curriculum Support, Structured Literacy, New Georgia ELA Standards)
• Adhere to the instructional and content area frameworks - Monthly collaboration with Area ELA Coordinators and Academic
Coaches
• Develop lesson plans that consider students' needs
Data Analysis:
• Learning environment/Instructional Factors – What is/was happening or not happening in the classroom?
• Personal/Family Factors – What is/was happening with the student and/or the family?
• Previous School Factors – What are students' previous schooling experiences?
• Cross-Cultural Factors – Are there cultural and linguistic biases, prejudices, stereotypes, and/or other elements that could influence
learning/performance?
Professional Learning:
• Sheltered Instruction Observation Protocol (SIOP)
• Specially Designed Instruction (SDI)
• Science of Reading
• Super Saturday Mathematics and English Language Arts Conferences
• 3-Dimensional Science Skills
• Inquiry-based Instruction through Visual Literacy, Document-based Questioning, and Information Processing Skills
• Leadership Development and Coaching
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NEXT STEPS –CURRICULUM AND INSTRUCTION
System of Supports and Accountability:
• Conduct Collaborative Calibration Visits (CCV), Reality Checks, and Learning Walks
• Monitor implementation of structured literacy strategies and tier 1 resources
• Provide unit-by-unit trainings in mathematics to ensure teachers understand the new K-12
Mathematics Standards
• Push-in at Horizon CSI schools (collaborative planning, walkthroughs, modeling)
• Improve the implementation of specially designed instruction (SDI) for students with a specific
learning disability
• Ensure teachers are familiar with English Language Learners' accommodations and that
teachers are implementing the accommodations consistently in all classes
• Provide academic and behavioral interventions (MTSS, Academic Skills Centers, FACE
Advocates, Behavioral Interventionists, Communities in Schools, Step 2/Naviance, and
Student Engagement Coaches)
• Modify the existing curriculum to include multiple representation, multimodal
experiences, differentiated instruction, and language support strategies
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THANK YOU
10/6/2024