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Framingham Public Schools Annual Data Report

Annual report on enrollment statistics, student achievement, performance and learning, district comparison, financial and curriculum data. SPRING 2016


Framingham Public School ď‚Ş Spring 2016 Data Report

Table of Contents Mission ...................................................................................................... 2 Core Beliefs ............................................................................................... 3 Demographics ........................................................................................... 4 Awards ...................................................................................................... 6 Highlights .................................................................................................. 8 Massachusetts Assessments ................................................................... 10 MCAS High School Comparisons ........................................................ 14 MCAS CPI Gap Trends ........................................................................ 17 College Readiness ................................................................................... 20 English Learners (EL) ............................................................................... 28 Students with Disabilities (SWD)............................................................. 31 Financial Overview .................................................................................. 33 Curriculum Initiatives .............................................................................. 34 District Initiatives .................................................................................... 36 Glossary ................................................................................................... 38 Framingham School Committee ............................................................. 42

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Framingham Public School  Spring 2016 Data Report

Mission The mission of the Framingham Public Schools, a system that understands and values our diversity, is to educate each student to learn and live productively as a critically thinking, responsible citizen in a multicultural, democratic society by providing academically challenging instructional programs taught by a highly qualified and diverse staff and supported by comprehensive services in partnership with our entire community.

Guiding Principles • •

• • • •

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All students can achieve at a high level. All decisions will be data driven. Major initiatives will have thorough analysis including financial, student achievement, and market comparative data. Representatives of major stakeholders will have opportunities to voice opinions and help shape decisions. Curricular and extra-curricular opportunities will be fair across the district. District employees should feel valued, empowered, and energized in their jobs. The School Committee will make every effort to provide the resources and latitude to all district employees to excel in educating the children of Framingham.


Framingham Public School  Spring 2016 Data Report

Core Beliefs • • • •

Learning is the central purpose of schools Human differences are to be respected Individuals are responsible for their behavior Collegiality and professionalism characterize the school community

Goals 1. Promote student learning with excellence in curriculum, instruction and professional development. 2. Promote a positive culture of consistency, accountability and empathy with effective leadership at all levels. 3. Promote community support for a high-performing system with appropriate resources, strong partnerships and broad-based communication.

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Framingham Public School ď‚Ş Spring 2016 Data Report

Demographics Enrollment

2012

2013

African American

5.8 5.7 22.5 0.1 63.5 0 2.3

6.1 5.6 22.6 0.1 63.0 0.1 2.7

SELECTED POPULATIONS

2012

2013

First Language not English

34.4

34.9

English Learner

13.6

Students With Disabilities

2015

2016

2016 %State

6.5 5.8 23.2 0.0 61.4 0.0 3.0

6.4 5.8 24.5 0.0 60.0 0.0 3.2

6.3 5.6 25.8 0.1 58.8 0.0 3.5

8.8 6.5 18.6 0.2 62.7 0.1 3.2

2014

2015

2016

2016 %State

36.1

38.8

41.1

19.0

13.0

13.4

15.8

18.6

9.0

22.6

22.7

22.8

23.6

23.8

17.2

High Needs

n/a

55.8

55.3

n/a

53.8

43.5

Economically Disadvantaged

n/a

n/a

n/a

26.9

27.9

27.4

(2016 - as of 10/1/2015) Asian Hispanic Native American White Native Hawaiian, Pac. Islander Multi-Race, Non-Hispanic

% of District

(2016 - as of 10/1/2015)

INDICATORS

2014 % of District

2012

(2016 data not yet available)

2013 2014 % of District

2015

2015 %State

2.4

2.6

2.6

2.5

2.0

95.2

95.0

95.0

95.0

94.9

Average # of days absent

8.3

8.5

8.6

8.5

8.7

Unexcused Absences > 9

0

8.8

8.8

8.3

10.5

Retention Rate

1.6

1.2

1.1

0.8

1.6

In-School Suspension Rate

3.2

2.1

2.5

2.5

2.1

Out-of-School Suspension Rate

4.9

3.4

3.4

3.0

3.9

Grade 9-12 Dropout Rate Attendance Rate

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The New England School Development Council (NESDEC) is a private, not-for-profit educational organization whom FPS is affiliated with. As a benefit of affiliation, NESDEC prepares more than 250 enrollment projections and updates each year for school districts throughout New England.

The New England School Development Council (NESDEC) projects that enrollment for the district will increase 8% in the next 10 years. Projections are more reliable for years 1 through 5 than years 6 and beyond. Projected enrollment for 2020-2021 is an increase of 6%. These projections do not account for any inmigration of new families that has historically impacted enrollments, but is unpredictable.

Framingham Public School ď‚Ş Spring 2016 Data Report

NESDEC Projected Enrollment

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Framingham Public School  Spring 2016 Data Report

Awards Twelve Framingham High School Seniors received a commendation in the 2016 National Merit Program: Evan Chansky, Daniel Donato, Noah Gelman, Hannah Greenberg, Paul Halberstadt, Nicole Nieves, Casey Phalen, Ben Schwartzberg, Jillian Shapiro, Tara Tian, Shristi Varshney, and Christopher Winters. Students receive this recognition based on their 2014 PSAT/ National Merit Scholarship Qualifying Test performance. The FHS Girls’ Swim and Dive team were the 2015 Bay State Conference Champions for the 12th year in a row. We are very proud of Coach Foley and the entire team! FHS students traveled to Yale University with advisor Carra Fraker to participate in Model Congress in the fall. Three students received awards: Ohad Klopman (So) - Honorable Mention, Financial Services Committee, Jared Snow (So) - Best Legislation, Banking, Housing, and Urban Affairs Committee, Grace Seta, (Sr) - Best Delegate, Homeland Security and Governmental Affairs Committee. Framingham High School’s yearbook, The Genesis, received its third consecutive Silver Medalist Certificate for its outstanding work with the Columbia Scholastic Press Association. Thirty Framingham High School students earned 16 Scholastic Art Awards including 2 Gold Key winners, 4 Silver Key winners and 10 Honorable Mentions. Congratulations to Lauren Comerato (Sr) and Madaline Fogarty (Sr) for being a gold winner!

FHS senior Lauren Comerato with art teacher Katie Lee Haley and her National Gold Key artwork.

The Framingham High Dance Team took third place in the state at the MIAA competition. Over a dozen dance teams performed a mixture of styles. FHS won third place in the hip hop division. This honor follows two first place wins at different regional competitions in the fall.

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Framingham Public School  Spring 2016 Data Report

Framingham High students Grace Seta (Sr), Joshua Dunbrack (Jr), and Zach Dunbrack (Jr) won awards of Best Delegate­Honorable Mention at the Model United Nations Simulation at University of Connecticut. Framingham High student musicians qualified to perform in the annual MMEA Eastern District Ensembles: Nathan Halberstadt (So), Paul Halberstadt (Sr), Chris McGillicuddy (Sr), Greg Savino (12), Eric Tarlin (Jr), Jane Xie (So), Seth Wulf (Jr), and John Garrett Tordo (Jr). Four Framingham High student musicians represented Framingham at the All State Conference: Paul Halberstadt (Sr), Nathan Halberstadt (So), Chris McGillicuddy (Sr), and Eric Tarlin (Jr). On November 1st, the marching band competed in the New England Scholastic Band Association's Championships in Lawrence MA. They walked away with 2nd place in Division 2 with a gold medal and score of 91.3. Lara Williams (Jr) took best drum Major award in Division 2. The band is under the direction of Andrew Jasinski, Fuller Middle School band director. Congratulations to seniors Eric Bornstein (Sr) and Priyanka Roy (Sr) for being honored as National Merit Scholarship Semi­Finalists. Eric and Priyanka scored amongst the top 1% of the 1.5 million students who took the PSAT’s in 2014. The Framingham High School Varsity Boys Hockey Team are the Bay State League Champions. The Framingham HS Jazz Ensemble received their fourth consecutive gold medal at the MAJE Northeast Senior District Festival to qualify for a performance at the State Finals. Outstanding musician awards went to Eric Tarlin (Jr), Chris Winters (Sr), and David Winters (Jr). Eric was named MVP for all of Division I. The Framingham High School Drama Company won the state championship at the METG theater festival! Framingham was the number one school out of 114 high schools in the state with its production of Sideways Stories from Wayside School and will represent Framingham and Massachusetts at the New England Regional Theater Festival.

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Framingham Public School  Spring 2016 Data Report

Highlights Hemenway Elementary School playground was spruced up by Framingham High School senior Jacob Hansen as part of his Eagle Scout project. Jacob refreshed the United States map on the playground. Woodrow Wilson Elementary celebrated the authorization to teach the International Baccalaureate Primary Years Programme with a gala event on November 20, 2016. Framingham High School was selected to participate in “Game Change: The Patriots Anti-Violence Partnership,” a groundbreaking partner-ship between New England Patriots Chairman and CEO Robert Kraft and Massachusetts Attorney General Maura Healy. The program takes a multi-faceted approach to violence prevention education. Walsh Middle School hosted a regional VEX Robotics competition, organized by Pascal Chesnais. The inaugural Framingham Nothing But Net Tournament on January 9, 2016, made possible by the sponsorship of the Raytheon Company, featured 42 teams comprised of more than 200 leading middle and high school VEX Robotics students and mentors from the region. Tournament finalists qualified to move on to the Southern New England Regional Championship. Two Walsh teams and one FHS team qualified to move on. Framingham High School senior, Jamal Pierre Louis was selected as WCVB Channel 5 News’ A+ Student on January 19, 2016. Jamal talks about his time at Framingham High and how the Resiliency for Life program helped him turn things around: A Plus: Framingham High School’s Jamar Pierre Louis - Framingham High School's Jamar Pierre Louis shows that when it comes to getting into college, it's not always about the overall transcript. Cameron Middle School student Martine Schwan (Gr 6) and Framingham High School student Adam Levine (So.), won the Homework Center’s 2nd Annual Essay Contest, "What I Know About

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Framingham Public School  Spring 2016 Data Report

the History of Framingham". Martine and Adam read their winning essays to the assembled audience at the History Center and were awarded a cash prize by Nelson Zide of ERA Key Realty, the corporate sponsor of the contest. Helen Landaverde (Jr) was selected as the National Association for Bilingual Education (NABE) Essay Winner for the high school division in their 45th Annual Nationwide Writing Contest for Bilingual Students. Framingham High School is one of 90 schools in the country to have been selected by the Council on International Educational Exchange (CIEE) to participate in the 2015-2016 Global Navigator Scholarship Awards for summer study abroad. The scholarships are intended to open the world to students, helping them navigate across languages, connect with other cultures, and develop global competencies for thriving in today’s interconnected world. Framingham HS junior, Pablo Ogato, was featured in a March 4, 2016 Boston Globe article for winning a state wrestling championship among other impressive accomplishments: A new country, a new school, and a state wrestling champion Framingham High School alumni Nils Olsen (Class of 2010), FHS alumni from the Class of 2010, Honors Graduate at West Point, and First Principal Appointment from Markey and Kerry, completed Ranger School. Only 1% of all current Army soldiers have the tab, and only about 1/2 of those from West Point who even qualify for Ranger School ever finish. Class of 2015 alumni Jordan Caira, Laura Green, Eliza Meltzer, and Sarah Rosenthal were the Self Advocate Keynote Speakers at the Massachusetts Down Syndrome Congress Educator's Forum on November 18th. Their presentation was titled "True Friends Don't Count Chromosomes­ A Story of Friendship and Inclusion," and was about their experiences at Framingham High School with inclusion and their friendship with Jordan Caira.

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Framingham Public School ď‚Ş Spring 2016 Data Report

Massachusetts Assessments A new state assessment was administered in Framingham in the spring of 2015, in addition to the Massachusetts Comprehensive Assessment System (MCAS). The Partnership for the Assessment of Readiness for College and Careers (PARCC) was administered to students in grades 3 through 8 to assess English Language Arts (ELA)/Literacy and Mathematics. Science and Technology/Engineering (STE) and 10th grade ELA and math were assessed with MCAS as in previous years. The PARCC results are scored into 5 performance levels while MCAS reports 4 levels of proficiency. Composite Performance Index (CPI) and Student Growth Percentile (SGP) continue to be the measures that allow educators to compare student results. The CPI can be used to compare achievement over time, and the SGP is used to measure how well students performed compared to peers statewide. State Assessment Measures: Measures of MCAS Advanced Performance

Achievement Growth

PARCC

Proficient Needs Improvement Warning/Fail

Exceeded Expectations (Level 5) Met Expectation (Level 4) Approached Expectations (Level 3) Partially met Expectations (Level 2) Did not meet Expectations (Level 1)

CPI

Trans.CPI

SGP

Trans.SGP

To help districts interpret results of the new PARCC assessment and to maintain valuable historical information, the Department of Elementary and Secondary Education (DESE) reported transitional CPIs and SGPs for PARCC tests in the spring of 2015. The ELA and math CPI and SGP for the district in both MCAS and PARCC demonstrate that Framingham Public Schools continues to move steadily forward. A CPI is calculated for STE but since the assessment is not administered in consecutive grade levels, there is no growth measure reported.

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Framingham Public School  Spring 2016 Data Report 100.0

83.7

82.4

82.0

83.1

84.3

52.0

55.0

57.0

80.0 60.0 40.0

49.0

46.0

2011

2012

2013

2014

2015

77.0

74.7

76.1

76.3

76.8

54.0

55.0

55.0

2012

2013

2014

2015

93.9

95.3

DISTRICT ELA All grades CPI mSGP

20.0 0.0

100.0 80.0 60.0 40.0

51.0

46.0

DISTRICT Math All grades CPI mSGP

20.0 0.0 2011

100.0 95.0 90.0 85.0 80.0 75.0 70.0 65.0 60.0 55.0 50.0

90.8

77.0

72.8 69.2

2011

78.3

74.8 69.1

2012

76.6

94.3

77.1

92.9

75.9

73.5

73.1

66.1

67.9

66.8

2013

2014

2015

71.1

DISTRICT STE MCAS CPI Grade 5 Grade 8 Grade 10 District

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Framingham Public School  Spring 2016 Data Report

State assessment results from 2011 to 2015 for grades 5, 8 and 10 are tabulated below. The numbers represent the percent of students in ELA/Literacy, Math, and STE by performance levels and growth. Three measures are provided: • • •

Percent of students performing Proficient and above (P+) in MCAS or Meeting Expectations in PARCC (Lev 4,5) CPI, which measures the extent to which students in the grade level are progressing toward proficiency, a CPI of 100 Mean SGP 1 for ELA and math, which measures how much a student’s performance has improved from one year to the next relative to his or her academic peers in MA.

Grade 10 ELA

Math

STE

MEASURE Adv & Prof CPI SGP Adv & Prof CPI SGP Adv & Prof CPI

Grade 8 ELA

Math

STE

MEASURE Adv & Prof/Lev4,5* CPI SGP Adv & Prof/Lev4,5* CPI SGP Adv & Prof CPI

2011

2012

2013

2014

2015

84% 93.4 41.0 82% 91.6 60.0 79% 90.8

90% 96.6 43.5 87% 94.0 64.0 85% 93.9

91% 97.4 54.0 84% 93.1 55.0 86% 95.3

94% 98.0 46.5 84% 92.9 64.0 85% 94.3

96% 98.4 56.0 87% 92.9 63.0 86% 94.2

2011

2012

2013

2014

2015

75% 88.7 58.0 51% 72.7 56.0 39% 69.2

77% 90.2 46.0 46% 71.8 55.0 39% 69.1

75% 88.0 63.0 51% 73.6 57.0 32% 66.1

74% 87.9 58.5 48% 71.2 53.0 35% 67.9

55% 88.2 54.0 54% 77.1 65.0 39% 69.2

*Level 4 and 5 are PARCC measures of meeting expectations reported in 2015 1

The SGP provided is the mean SGP for the grade. A mean SGP of 50 or more indicates better than average growth.

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Framingham Public School ď‚Ş Spring 2016 Data Report

Grade 5 ELA

Math

STE

MEASURE Adv & Prof/Lev4,5* CPI SGP Adv & Prof/Lev4,5* CPI SGP Adv & Prof CPI

2011

2012

2013

2014

2015

62% 83.0 48.0 52% 74.8 47.5 40% 72.8

54% 78.8 48.0 45% 71.4 34.0 45% 74.8

60% 80.9 50.0 51% 74.8 46.0 45% 73.5

56% 80.3 54.0 47% 72.4 43.0 43% 73.1

56% 84.3 62.0 37% 71.3 43.0 38% 71.1

*Level 4 and 5 are PARCC measures of meeting expectations reported in 2015

Student performance in 10th grade ELA, Math and STE has increased from 2011 to 2015, trending positively with increased percentages of students scoring Advanced/Proficient and higher CPI points. SGP in grade 10 is high in math and modest in ELA in 2015. Math SGP for the five years averages around the 61st percentile with 85% of students performing Advanced and Proficient, showing better than average performance and growth. ELA SGP for the same period averages around the 48th percentile with 91% of students performing Advanced and Proficient, showing growth slightly below the state but high performance. STE Advanced and Proficient scores are strong in grade 10 demonstrating steady continuous progress. Grade 5 and 8 STE scores have been flat with decline in both proficiency and SGP from the past 5 years. In grades 5 and 8, ELA and math CPI remain strong with SGP meeting and exceeding moderate growth.

5th graders watching book trailers to decide top three seeds for Fantasy vs. Reality genre for writer’s workshop

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Framingham Public School  Spring 2016 Data Report

MCAS High School Comparisons* DESE provide District Analysis and Review Tools (DART) to identify districts similar in grades offered, enrollment and special population for meaningful comparisons. The performance of MetroWest district high schools will also be compared to Framingham High School’s performance. Framingham High School DART Analysis Framingham High School students’ consistent proficient or above performance secures Framingham High School as one of the top performing high schools in similar districts identified through DART. Grade 10 MCAS Performance - Percent of students scoring Proficient and above 2015 MCAS %Proficient or Higher

DART School

ELA % Math %

Sci %

2015 MCAS Growth Median SGP ELA SGP Math SGP

Framingham High School

96%

86%

86%

56.0

63.0

Amherst Regional High

94%

88%

90%

49.0

56.0

Cambridge Rindge and Latin

89%

85%

73%

50.0

60.0

FALMOUTH HIGH

96%

88%

82%

60.0

42.0

Marlborough High

89%

77%

76%

51.0

37.0

Medford High

95%

86%

73%

72.0

65.5

Milford High

93%

74%

75%

41.0

28.5

Peabody Veterans Memorial

95%

74%

73%

34.5

41.0

Waltham Sr. High

90%

72%

74%

57.5

52.5

Weymouth High School

92%

77%

77%

55.0

49.0

Woburn High 93% 81% 68% 44.0 Shaded areas identify the highest performing district in that area. School in bold upper case is the highest performing school. *DATA SOURCE: DESE School Profiles (http://profiles.doe.mass.edu)

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45.0


Framingham Public School ď‚Ş Spring 2016 Data Report

Framingham High School in the MetroWest Like other MetroWest districts, Framingham ranks above state performances in 10th grade English Language Arts, Mathematics and Science and Technology/Engineering. The 10th grade district and state MCAS performances provided below for ELA and Math. English Language Arts: Percent of students scoring Proficient and above % of Students

100% 90% 80%

2011

2012

2013

2014

2015

Framngham HS

86%

93%

94%

96%

96%

State

84%

88%

91%

90%

91%

Mathematics: Percent of students scoring Proficient and above % of Students

100% 90% 80% 70%

2011

2012

2013

2014

2015

Framingham HS

85%

90%

87%

89%

86%

State

77%

78%

80%

79%

79%

STE: Percent of students scoring Proficient and above % of Students

100% 90% 80% 70% 60%

2011

2012

2013

2014

2015

Framingham HS

82%

86%

89%

88%

86%

State

67%

69%

71%

71%

72%

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Framingham Public School ď‚Ş Spring 2016 Data Report

Steady increases in both ELA and Math and consistent STE performance make Framingham High School competitive in the MetroWest area. The strong median SGP in math forecasts an increasingly higher performance in math. Tabulated below are the 2015 MCAS performances of MetroWest high schools. Green shaded areas identify the highest performing school in that area. Grade 10 MCAS Performance - Percent of students scoring Proficient and above 2015 MCAS %Proficient or Higher MetroWest School

ELA % Math %

Sci %

2015 MCAS Growth Median SGP ELA SGP Math SGP

Framingham High School

96%

86%

86%

56.0

63.0

Ashland High

98%

97%

89%

58.5

65.0

Holliston High

98%

95%

95%

57.0

65.0

Hopkinton High

99%

97%

96%

46.0

65.5

Marlborough High*

89%

77%

75%

51.0

37.0

Natick High

99%

93%

91%

52.0

51.5

100%

99%

99%

72.0

69.0

99%

94%

92%

75.0

70.0

Lincoln-Sudbury Regional

98%

95%

90%

47.0

56.0

Wayland High * also a DART school

99%

96%

96%

49.0

51.5

Dover-Sherborn Regional High Algonquin Regional High (Northboro-Southboro)

Framingham High School 2015-2016 Winter Sports Varsity Captains

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Framingham Public School  Spring 2016 Data Report

MCAS CPI Gap Trends The Composite Performance Index (CPI) describes a group of students’ progress towards a CPI of 100, representing proficiency, based on students’ current level of achievement. The table below presents the CPI of Framingham’s 10th grade students from 2011 to 2015 for ELA and math. High school STE MCAS results are calculated by subject (Biology, (Chemistry, Introductory Physics, Technology/Engineering) thus suppressed since fewer than 10 students of these groups were enrolled in the STE subjects. A significant change from one to the next in CPI is 2.5 points or more. The gap between the CPI for the English Learners and Students with Disabilities sub groups and their counterparts are presented in the following graphs. The Low Income measure has been replaced by the state’s new Economically Disadvantaged category and data is also presented below.

English Learners and Non-English Learners English Learners (EL) demonstrate a steady narrowing of the ELA CPI gap from 2011. Math performance has been challenging for English Learners but 2015 shows progress in narrowing of the gap.

10th Grade ELA MCAS CPI GAP - EL

CPI

100.0 80.0 60.0 40.0 20.0 0.0

2011

2012

2013

2014

2015

ELL

75.6

76.1

75.0

81.3

81.0

Non-ELL

96.4

98.5

98.7

99.2

99.4

ELA CPI gap

20.8

22.4

23.7

17.9

18.4

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Framingham Public School ď‚Ş Spring 2016 Data Report

10th Grade Math MCAS CPI GAP - EL

CPI

100.0 80.0 60.0 40.0 20.0 0.0

2011

2012

2013

2014

2015

ELL

76.2

69.8

59.6

58.3

59.6

Non-ELL

94.6

97.3

95.4

96.2

94.8

Math CPI gap

18.4

27.5

35.8

37.9

35.2

Students with Disabilities and Non-Disabled Students Students with Disabilities (SWD) demonstrate a significant, consistent narrowing of the CPI gap from 2011 to 2015 in ELA. Similar to English Learners, math performance has been a challenge.

CPI

10th Grade ELA MCAS CPI GAP - SWD

18

100.0 80.0 60.0 40.0 20.0 0.0

2011

2012

2013

2014

2015

SWD

82.5

91.6

92.6

96.3

96.0

Non-SWD

97.2

98.5

99.2

99.1

99.0

ELA CPI gap

14.7

6.9

6.6

2.8

3.0


Framingham Public School ď‚Ş Spring 2016 Data Report

10th Grade Math MCAS CPI GAP - SWD

CPI

100.0 80.0 60.0 40.0 20.0 0.0

2011

2012

2013

2014

2015

SWD

77.4

86.4

81.9

83.1

77.2

Non-SWD

96.2

97.7

97.0

97.1

96.6

Math CPI gap

18.8

11.3

15.1

14.0

19.4

Redefining Low Income The state has developed a new category based on the Community Eligibility Program (CEP) called Economically Disadvantaged. The new measure will be 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). The CPI of Low Income and Non-Low Income students from 2011 to 2014 are reported in this table, the 2015 CPI is for the Economically Disadvantaged subgroup:

GRADE 10 MCAS

2011

2012

2013

2014

2015

88.2 98.5 85.0 97.7

93.7 99.1 90.1 98.6

94.9 99.7 88.4 97.4

96.6 99.8 88.2 98.8

97.6* 98.7* 86.6* 94.9*

Low Income Students English Math

Low Income Non-Low Income Low Income Non-Low Income

*CPI of Economically Disadvantaged subgroup, not Low Income

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Framingham Public School ď‚Ş Spring 2016 Data Report

As the membership of the Low Income subgroup differs from the Economically Disadvantaged subgroup, only the 2015 CPI gap is provided here: The CPI gap for Economically Disadvantaged students is 1.1 for 10th grade ELA and 8.3 for 10th grade math.

Gold Medal Award Winning Framingham Flyers Marching Band

College Readiness College and Career Preparations High school students are introduced to tools that will help them towards college and career readiness. All 10th and 11th grade students take the PSAT in October. SAT preparation classes are available for 11th and 12th grade students on location at Framingham High School. Framingham High School is a Test Center for both ACT and SAT.

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Framingham Public School  Spring 2016 Data Report

SAT Performance Framingham High School student SAT scores from 2011 to 2015:

SAT Score

SAT Performance - All Students 560 540 520 500 480

2011

2012

2013

2014

2015

Reading

503

514

518

520

523

Writing

510

517

520

515

514

Math

539

555

554

550

551

FHS SAT scores are consistently better than the state scores.

SAT Combined

SAT Combined Scores Compared to State: 1600 1550 1500 1450

2011

2012

2013

2014

2015

FHS

1552

1586

1592

1585

1588

State

1527

1530

1530

1530

1526

Advanced Placement Courses Framingham Public Schools is one of 425 school districts in the U.S. and Canada honored by the College Board with placement on the 6th Annual AP® District Honor Roll for increasing access to Advanced Placement (AP) course work while simultaneously maintaining or increasing the percentage of students earning scores of 3 or higher on AP Exams. Inclusion to College Board’s Annual AP® District Honor Roll is dependent on 3 criteria examined over a period of three years. Framingham met and exceeded the 3 criteria to earn a place on the

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Framingham Public School ď‚Ş Spring 2016 Data Report

2016 list, increasing participation/access to AP, increasing the percentage of exams taken by African American, and Hispanic/Latino, and having more than 70 percent of AP students scoring a 3 or higher. In the 2016 academic school year, Framingham High School offers 46 sections of 18 different Advanced Placement (AP) Courses:

AP Course Biology w/ Seminar Calculus AB Calculus BC Chemistry w/ Seminar Computer Science A English Language Composition English Literature European History French 5

#Sec 2 4 2 1 1 5 5 1 1

AP Course Government and Politics U.S. Italian Physics C w/ Seminar Psychology Spanish Language Statistics Studio Art US History 1 US History 2

TOTAL SECTIONS:

#Sec 2 1 1 6 2 3 1 4 4 46

2015 Advanced Placement Performance More than 88% of all students taking an AP exam in 2015 scored 3 or above. AP scores of 3, 4 or 5 are college-credit-worthy and may be eligible for college credit at some institutions allowing students to start college with credits applied towards their degree. Tests Taken

% Score 1-2

% Score 3-5

880

11.9

88.1

11

9.1

90.9

173

11.6

88.4

76

7.9

92.1

History and Social Science

277

13.4

86.6

Math and Computer Science

233

11.2

88.8

Science and Technology

110

13.6

86.4

All Subjects Arts English Language Arts Foreign Languages

22


Framingham Public School ď‚Ş Spring 2016 Data Report

Number of tests taken

AP Historical Data The number of AP tests taken at FHS has increased 29% from 2011 to 2015, and 17% from 2013 to 2015.

AP Tests Taken 900 800 700 600

Tests Taken

2011

2012

2013

2014

2015

683

774

752

751

880

Framingham Public Schools’ students taking the AP exam continue to outperform the state as well as the country in scoring college eligible results in the 2014-2015 AP testing year.

23


Framingham Public School  Spring 2016 Data Report

AP Performance Comparison – DART High Schools Framingham High School outperforms the majority of high schools most similar in terms of grade span, total enrollment, and special populations with 88.1% of students scoring college-credit-worthy scores. Comparison of 2015 AP Performances for FHS DART Schools* 2014 October Enrollment

Framingham High School Amherst Regional High Cambridge Rindge and Latin Falmouth High Marlborough High Medford High Milford High Veterans Memorial HS Waltham Sr. High Weymouth High Woburn High

1995 980 1836 870 1085 1176 1127 1693 1439 2055 1332

Number of AP Tests Taken Total Econ. Taken Disadv.

880 201 511 158 473 244 436 691 337 436 308

72 14 40 18 62 27 33 55 50 37 20

SPED

8 0 4 0 11 5 2 6 0 0 0

% stu who EL Scored 3-5

3 0 0 0 3 0 0 1 0 0 0

88.1 88.6 86.7 87.3 45.0 82.0 58.0 67.6 74.5 73.6 65.3

AP Performance Comparison – MetroWest High Schools Framingham High School’s 88.1% college-credit-worthy scores places it ahead of Natick. Comparison of 2015 AP Performances for MetroWest High Schools* 2014 October Enrollment

Framingham High School Ashland High Holliston High Hopkinton High Marlborough high Natick High Dover-Sherborn Regional Algonquin Regional High Lincoln-Sudbury Regional Wayland High School

24

1995 719 800 1122 1085 1603 663 1452 1617 851

Number of AP Tests Taken Total Econ. Taken Disadv.

880 319 318 841 473 678 508 709 444 404

72 11 9 11 62 33 16 24 7 14

SPED

8 3 3 13 11 3 3 3 5 12

% stu who EL Scored 3-5

3 0 0 3 4 7 0 0 0 3

88.1 90.0 82.1 83.9 45.0 80.1 94.3 88.6 97.3 89.9


Framingham Public School ď‚Ş Spring 2016 Data Report

Postsecondary data for FPS students Data for postsecondary reports come from DESE DART and the National Student Clearinghouse (NSC), a national source for education verification and student outcomes research. District Analysis Review Tools (DART) DART shares data for students from the Class of 2012 who have been out of high school for four years. The college enrollment rate for Framingham’s Class of 2012 is 72.5% with a persistence rate of 89.1%. Framingham High School leads DART peers with the lowest remediation rate 2 of 18.5%, almost half of the state reported remediation rate. School Overview

Postsecondary Education Outcomes Class of 2012 College enrollment rate

Persistence rate of college students

Remediation rate of Mass public college students

72.5

89.1

18.5

Amherst Regional High

83.6

89.2

30.7

Cambridge Rindge & Latin

77.5

79.3

28.0

Falmouth High

67.4

87.5

25.0

Marlborough High

67.9

90.1

23.9

Medford High

81.6

87.5

26.9

Milford High

72.3

87.2

25.0

Veterans Memorial

70.5

89.6

34.1

Waltham Sr. High

74.0

90.4

40.0

Weymouth High

69.7

85.8

43.7

Woburn High

78.1

88.2

36.5

State

74.8

85.8

35.3

High School Framingham High

Source: DART Detail: Success After High School, December 2015

2

Remediation rate is reported only for Massachusetts public college students

25


Framingham Public School ď‚Ş Spring 2016 Data Report

National Student Clearinghouse – High School Tracker The National Student Clearinghouse (NSC) database stores approximately 90% of Framingham High School graduates from Class of 2005 to present. Not all student records are shared with NSC due to FERPA. The average postsecondary enrollment during the first year after graduating from Framingham High School is 74%. Enrollment for the Class of 2015 at any time during the first year after high school is 71%. Percent of Framingham Graduates Enrolled in College the First Year (fall and spring) Immediately after High School Effective Date = April 7, 2016

Class of Total In the Class Total Enrolled Total in Public Total in Private Total in 4-Year Total in 2-Year Total In-State Total Out-Of-State

26

2008 499 349 199 150 277 72 223 126

2009 484 377 210 167 292 85 258 119

2010 531 379 226 153 295 84 266 113

2011 484 360 229 131 264 96 256 104

2012 321 230 147 83 172 58 157 73

2013 488 373 236 137 291 82 260 114

2014 503 376 249 127 274 102 280 96

2015 470 335 218 117 261 74 230 105


Framingham Public School ď‚Ş Spring 2016 Data Report

Tabulated below are the most common institutions where students from the Framingham Public Schools system have enrolled into (Table A) and graduated from (Table B) as reported by National Student Clearinghouse data base 3. Table A. Most Common Institutions of Enrollment in the Fall Immediately following High School Graduation for All Classes by Number of Students Name Rank State Level Type Total Massachusetts Bay Community College

1

MA

2-year

Public

519

University of Massachusetts At Amherst

2

MA

4-year

Public

240

Framingham State University

3

MA

4-year

Public

126

University of Massachusetts-Dartmouth

4

MA

4-year

Public

71

Bridgewater State University

5

MA

4-year

Public

66

Westfield State University

6

MA

4-year

Public

62

University of Massachusetts Lowell

7

MA

4-year

Public

51

University of New Hampshire- Durham

8

NH

4-year

Public

49

Boston University

9

MA

4-year

Private

45

Northeastern University

10

MA

4-year

Private

40

Suffolk University

11

MA

4-year

Private

37

Johnson & Wales University

12

RI

4-year

Private

32

Regis College

13

MA

4-year

Private

32

University of Rhode Island

14

RI

4-year

Public

31

University of Hartford

15

CT

4-year

Private

29

Salem State University

16

MA

4-year

Public

27

University of Connecticut

17

CT

4-year

Public

27

Quinsigamond Community College

18

MA

2-year

Public

25

U of Vermont & State Agricultural College

19

VT

4-year

Public

25

Rochester Institute of Technology

20

NY

4-year

Private

24

3

The National Student Clearinghouse database stores approximately 90% of Framingham High School graduates since 2005 - not all student records available due to FERPA.

27


Framingham Public School ď‚Ş Spring 2016 Data Report Table B. Most Common Institutions where Framingham students received their degree (Associate, Bachelor, Masters, Doctorate) Name Rank State Level Type Total Massachusetts Bay Community College

1

MA

2-year

Public

3431

University of Massachusetts At Amherst

2

MA

4-year

Public

1959

Framingham State University

3

MA

4-year

Public

1518

University of Massachusetts-Dartmouth

4

MA

4-year

Public

556

Bridgewater State University

5

MA

4-year

Public

494

Boston University

6

MA

4-year

Private

426

University of Massachusetts Lowell

7

MA

4-year

Public

410

Northeastern University

8

MA

4-year

Private

394

Westfield State University

9

MA

4-year

Public

374

Johnson & Wales University

10

RI

4-year

Private

307

University of Massachusetts Boston

11

MA

4-year

Public

281

Suffolk University

12

MA

4-year

Private

278

Regis College

13

MA

4-year

Private

250

University of Connecticut

14

CT

4-year

Public

224

University of Hartford

15

CT

4-year

Private

214

Quinsigamond Community College

16

MA

2-year

Public

202

Massachusetts College of Pharmacy

17

MA

4-year

Private

196

Worcester State University

18

MA

4-year

Public

191

Salem State University

19

MA

4-year

Public

190

University of New Hampshire

20

NH

4-year

Public

187

University of Rhode Island

21

RI

4-year

Public

176

Boston College

22

MA

4-year

Private

171

Rochester Institute of Technology

23

NY

4-year

Private

165

University of Vermont & State Agriculture

24

VT

4-year

Public

160

Emmanuel College

25

MA

4-year

Private

159

28


Framingham Public School ď‚Ş Spring 2016 Data Report

English Learners (EL) Enrollment Framingham Public School is growing in general, and the number of students who are learning English as an additional language has increased 26% since spring 2011 compared to an increase of 6% for the general education population. March 2016 enrollment for English Learners (EL) districtwide is 1678, almost 20% of our total student population. Active current enrollment is on-going at all grade levels, with the largest increase of Portuguese-speaking students at the K-2 level and at the secondary 6-12 grade levels. Since October 2015, an additional 210 students registered and enrolled in our Transitional Bilingual Education (TBE) and Sheltered English Immersion (SEI) programs. The majority of our newcomers are enrolled at grades 6-12, which has challenged our already limited resources. Native language support is being provided to many of these students as needed, which increases costs. The graph below depicts the increase in the percent of total EL enrollment. English Learner enrollment increased from 1336 in 2011 to 1678 in 2016, an increase of 26%. Total district enrollment increased from 8130 in 2011 to 8578, an increase of 6%. Enrollment numbers are from March 1st state reporting.

English Learner Enrollment 16.4%

14.2%

13.3%

11.4%

15.6%

19.6%

2011

2012

2013

2014

2015

2016

% of EL students

16.4%

14.2%

13.3%

11.4%

15.6%

19.6%

English Learners

1336

1160

1095

945

1257

1678

Total Enrollment

8130

8180

8245

8293

8072

8578

29


Framingham Public School  Spring 2016 Data Report

Proficiency - ACCESS for English Learners Federal and state laws require that English Learner (EL) students be assessed annually to measure their proficiency in reading, writing, listening, and speaking English, as well as the progress they are making in learning English. In fulfillment of these laws, EL students are required to participate in ACCESS for ELs tests. ACCESS for ELs is administered once annually in January-February and are based on the WIDA (WorldClass Instructional Design and Assessment) English Language Development standards. 2015 ACCESS for ELs proficiency level by grade and years in MA are summarized below compared to state percentages. • •

FPS ELs out-perform the state in language acquisition progress EL students who remain with FPS for their academic careers all perform proficient or advanced at or before the 10th grade ELA MCAS

ACCESS for ELs Proficiency Level Summary

Level 1 Entering

30

Level 3 Level 4 Level 2 Developin Expandin Emerging g g

Level 5 Bridging

Level 6 Reaching

2013

17%

16%

30%

26%

10%

2%

2014

17%

16%

29%

24%

11%

3%

2015

17%

18%

28%

24%

11%

3%


Framingham Public School ď‚Ş Spring 2016 Data Report

Students with Disabilities (SWD) Comparison Referral Data The data below reflects a decrease in the special education referrals. Over the past two years, Framingham has added supports, including coaches, interventionists and special educators. As a result of these new positions, schools are able to provide more Tier 1 and Tier 2 interventions, directly impacting student progress. School

No. of Referrals as of Jan 2015

Percentage of Referrals as of Jan 2015

No. of Referrals as of Dec 2015

Percentage of Referrals as of Dec 2015

BLOCKS Barbieri Brophy Dunning Hemenway King McCarthy Potter Rd. Stapleton Woodrow Cameron Fuller Walsh FHS Thayer

n/a 16 16 6 7 9 17 12 4 17 2 8 6 n/a n/a

n/a 2.9% 3.8% 1.5% 1.6% 12.0% 4.2% 2.8% 1.3% 3.8% 0.5% 2.6% 1.2% n/a n/a

54 16 15 6 11 2 15 13 4 14 3 5 2 17 0

n/a 2.9% 3.6% 1.5% 2.4% 1.4% 3.8% 3.0% 1.3% 2.9% 0.8% 1.4% 0.4% 1.0% 0.0%

Performance The Special Education Department continues to create more inclusive opportunities for students with disabilities. Additionally, an increase in special education staff and specialized reading training over the past four years are a contributing factor in the increased Composite Performance Index (CPI) for students with disabilities. The graphs show that our students with disabilities in Framingham are exceeding students with disabilities in the state for Math and ELA.

31


Framingham Public School ď‚Ş Spring 2016 Data Report

Performance of students with disability in Framingham Public Schools compared to the performance of students with disabilities state wide:

ELA Composite Performance Index 70

CPI

68

67.3

66.8

66.6

68.7 67.4

66

Framingham

64 62 60

62.9

63.3

2012

2013

State

64.5 2014

2015

Math Composite Performance Index 58

56.9

57.4

57.1

55.2

54.9

57.5 57.3

CPI

56 54 52

Framingham State

53.3

50 2012

2013

2014

2015

CPI

Science Composite Performance Index 64 62 60 58 56 54 52

62 58.7

60.1

60.2 Framingham 58.2

57.9 55.6 2012

32

59.8

2013

2014

2015

State


Framingham Public School  Spring 2016 Data Report

Financial Overview Overview of Primary Revenues and Expenses in the District’s Operating -- APPROXIMATE NUMBERS FOR EDUCATIONAL PURPOSES ONLY -FY15 REVENUES 1. 2. 3.

Town Appropriation Grants (Federal & State) Revolving Funds (user fees) School Operating Revenues subtotal:

4. 5. 6.

Town Share Employee Benefits & Retirement Student Activity Funds School PTO Funds (all schools) Total Revenues, School and Town

Approx. $109.4M Approx. $11M Approx. $5.7M Approx. $126.1M Approx. $23.3M Approx. $200,000 Approx. $200,000 Approx. $149.8M

FY15 EXPENSES 1. 2. 3. 4. 5.

Salaries & Additional Salaries Out of District Special Ed B&G/Heat/Utilities Transportation General Expenses: School Operating Expenses subtotal:

6. 7. 8.

Town Share Employee Benefits & Retirement Student Activity Funds School PTO Funds (all schools) Total Expenses, School and Town

Approx. $81.3M Approx. $16.6M Approx. $3.9M Approx. $7.4M Approx. $16.9M Approx. $126.1M Approx. $23.3M Approx. $200,000 Approx. $200,000 Approx. $149.8M

Note: Capital Expenses for the Schools are typically $3-$4M, not included in Operating numbers above

33


Framingham Public School  Spring 2016 Data Report

Curriculum Initiatives •

• •

• •

• • • • •

34

Introduced “Growth Mindset” as defined by author and renowned researcher and psychologist, Carol Dweck, to focus and strengthen effort to face challenges to succeed. Implemented an elementary standards-based report card to better reflect student progress on standards aligned curricula. Participated in Next Generation state assessment in grades 3-8 with one school participating in the computer assessment while the remaining schools administered the paper assessment. Published the Comprehensive Assessment System Plan that reflects all assessments in FPS and their purpose with recommendations for adding or deleting assessments. Continued emphasis using data to improve student performance with grade level Intervention meetings. Over 150 teachers have participated in the "Teaching with Academic Conversations" course offered as professional development. Continued summer literacy institutes through ongoing partnership with Teaching and Learning Alliance (TLA) to support and develop teacher content area skills and practices. Established Cohort 2 of lab classroom model, with teacher mentors in each K-8 school. Implemented Readers’ Workshop, aligned to Common Core Standards, in all elementary schools. Piloted newly revised ELA curriculum in grades 6-8. Partnered with Facing History to provide professional development and support of middle school ELA curriculum. Aligned Math standards-based units to replace or supplement the K-5 Mathematics curriculum and to introduce the eight mathematical practices.


Framingham Public School  Spring 2016 Data Report

• • •

• •

Began elementary social studies curriculum revision in preparation for piloting in grades 1-4. Continued middle school social studies curriculum revision. Aligned STEAM units with the draft science standards designed in Kindergarten (King Elementary) and fifth grade. Created STE aligned units for district wide use in 2015-16, starting with grades one and four. Began alignment of middle school science standards and practices with the draft Massachusetts science frameworks. Created Departmental Curriculum Committees (DCCs) as part of the Curriculum Management Team (CMT). DCCs will engage in tasks related to the review cycle in relationship to curriculum, professional development, technology, and assessment.

Framingham HS staff meeting to Make Thinking Visible

35


Framingham Public School  Spring 2016 Data Report

District Initiatives •

• •

• • • • • •

36

Embark on the process of District Digital Conversion to shift the culture of teaching to use 21st century tools that will help facilitate personalized learning for students. Obtain timely diagnostic data on the progress of students, schools, and the district via the district’s assessment system. Continue to develop and implement common assessments or district determined measures for every grade level and content area. Continue to host cohorts of the Aspiring Leadership Academy (ALA) with FPS staff who may be interested in pursuing an administrative role in education. Continue to build instructional leadership capacity with a third cohort of administrators through the Research for Better Teaching course Analyzing Teaching for Student Results. Support “Level 3” schools with the Department of Elementary and Secondary Education (DESE) District and Schools Assistance Center (DSAC). Study and make recommendations for a powerful PK-12 TwoWay Bilingual Program. Established STEAM at Fuller Middle School and as a focus of the reopened King Elementary School. Provide a framework for the multi-tiered system of supports for students in the academic and social-emotional realms. Build the Massachusetts Multi-tiered System of Support (MTSS) to address academic and social-emotional needs of students. Continue to engage in system-wide School Improvement Planning. All plans are on-line for public review. Seek grants and additional funding to extend the school day.


Framingham Public School  Spring 2016 Data Report

• •

Continue to strengthen instruction for all students by: o Establishing a common language for high quality teaching and learning. o Providing courses for the state and district in sheltered English immersion (SEI). o Ensuring that professional development meets the Massachusetts Standards for Professional Development o Offering professional days that include a menu of options from which staff may choose. o Embedding support for implementation of curriculum through embedded professional development. o Using student assessment data to make instructional decisions. Strengthen communication with all stakeholders using multiple channels. Develop system wide policies and procedures that integrate cultural and linguistic competence into each core function of the organization. Instructed “Massachusetts Sheltered English Instruction Endorsement Course” through a partnership with Framingham State University to establish Sheltered English and Second Language Lab classrooms. Over 220 teachers have been trained since 2013.

Elementary teachers engaged in training on math practices & content.

37


Framingham Public School  Spring 2016 Data Report

Glossary ACT® ACT is a nonprofit organization reaching millions of people in all 50 states and in more than 125 countries worldwide. ACT® research and assessments yield vital insights about college and career readiness. Composite Performance Index (CPI) Composite Performance Index is a measure of the extent to which students are progressing toward proficiency (a CPI of 100) in English Language Arts, Mathematics, and Science & Technology/Engineering. The CPI can be used to compare achievement over time. DART: District Analysis and Review Tools Department of Elementary and Secondary Education’s tool that offer snapshots of comparable district and school performance according to grades span, total enrollment, and special populations. DESE Department of Elementary and Secondary Education Economically Disadvantaged Economically Disadvantaged is a new subgroup, introduced in 2015 that replaces the old "low income" measure. The new measure is based on a student's participation in one or more of the following stateadministered 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). More information about the redefinition of Low Income

English Learner (EL)* or First Language not English (FLNE) Students whose first language is a language other than English. *Previously called English Language Leaner (ELL)

38


Framingham Public School  Spring 2016 Data Report

Family Educational Rights and Privacy Act (FERPA) Federal law that protects the privacy of student education records. High Needs Students who are designated as either low income, or EL, or former EL, or a student with disabilities. A former EL student is a student not currently an EL, but had been at some point in the two previous academic years. Limited English Proficient Students whose first language is a language other than English who is unable to perform ordinary classroom work in English. Low-income (replaced by Economically Disadvantaged in 2015) Students who meet ANY ONE of the following definitions of Low-income: • • •

eligible for free or reduced price lunch; or receives Transitional Aid to Families benefits; or eligible for food stamps

More information about the redefinition of Low Income

Massachusetts Interscholastic Athletic Association (MIAA) The Massachusetts Interscholastic Athletic Association is a private, nonprofit association organized by its member schools to govern, coordinate and promote education based programs for high school students. Framingham competes in the Bay State – Carey Division league (Framingham High School MIAA Profile) http://www.miaa.net Massachusetts Association for Jazz Education (MAJE) Massachusetts Association for Jazz Education is a service organization dedicated to increasing the worldwide growth and development of jazz and jazz education. As part of that mission, the Association initiates programs which nurture and promote the understanding and appreciation of jazz and its heritage, provide leadership to educators regarding curricula and performance, assist teachers and practitioners with information and resources, and take an active part in organizing

39


Framingham Public School  Spring 2016 Data Report

clinics, festivals, and symposia at the local and state level. http://www.majazzed.org Massachusetts Music Educators Association (MMEA) The Massachusetts Music Educators Association is a non-profit 501(c)(3) federated state unit of the National Association for Music Education (NAfME) that supports comprehensive, quality music education for all students, celebrating student accomplishments through performance opportunities in District and All-State Festivals. http://www.massmea.org National Center for Women & Information Technology (NCWIT) The National Center for Women & Information Technology is a nonprofit community of more than 600 universities, companies, non-profits, and government organizations nationwide working to increase women’s participation in computing and technology. https://www.ncwit.org PSAT® The Preliminary SAT/National Merit Scholarship Qualifying Test (PSAT/NMSQT) is a program cosponsored by the College Board and National Merit Scholarship Corporation (NMSC). It is a standardized test that provides firsthand practice for the SAT®. Retention Rate The rate at which students continue at the same grade level (held back) expressed as a percentage. SAT® The SAT® Reasoning Test is a standardized test for college admissions in the United States. The SAT is administered by the not-for-profit College Board corporation in the United States, and is developed, published, and scored by the Educational Testing Service (ETS). http://sat.collegeboard.org/home

40


Framingham Public School  Spring 2016 Data Report

Special Education Students who have an Individualized Education Program (IEP). Student Growth Percentile (SGP) Student Growth Percentile is a measure of how much a student has improved—or grown—academically from one year to the next as compared to his or her academic peers. An “academic peer” is a student who has had the same or similar MCAS test scores over a period of years. Transitional CPI (Trans.CPI) Transitional Composite Performance Index for PARCC is calculated using a procedure known as equipercentile linking, essentially placing PARCC results on the MCAS scale. As a result, CPI scores used for 2015 accountability reporting have an equivalent meaning regardless of whether they are based on MCAS or PARCC results. Transitional SGP (Trans.SGP) Transitional Student Growth Percentile for PARCC generated using current PARCC and prior MCAS scores. Transitional SGPs are calculated separately for ELA and mathematics, and are used in the calculation of state, district, school, and subgroup improvement for accountability purposes. PARCC transitional SGPs measure the growth of all students who took PARCC in spring 2015 based on the prior year MCAS scores of their academic peers.

41


Framingham Public School ď‚Ş Spring 2016 Data Report

Framingham School Committee

Beverly Hugo, Chair Heather Connolly, Vice Chair Donald C. Taggart III, Clerk Michelle Brosnahan, Member Jim Kelly, Member Dr. Eric Silverman, Member Jim Stockless, Member Jake Binnall, FHS Student Representative Casey Phalen, FHS Student Representative

Framingham Public Schools Dr. Stacy Scott, Superintendent of Schools 73 Mt. Wayte, Suite #5 Framingham, MA 01702 @framinghamscott Framingham Public Schools website: www.framingham.k12.ma.us Parent Information Center: http://www.framingham.k12.ma.us/parentinfo.cfm Phone: (508) 424-3420 e-mail: ParentInfo@framingham.k12.ma.us

42

FPS Annual Data Report 2016  

Framingham Public Schools Annual Data Report for Spring 2016

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