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Rockport presenters highlight MCAS gains, identify writing and vocabulary as priorities
Summary
District presenters told the School Committee that student growth percentiles show several strengths — notably middle- and high-school ELA growth and eighth-grade science — while writing and vocabulary remain priority areas; the presentation stressed small-cohort variability and targeted intervention plans.
Miss Goody delivered a second presentation on the MCAS accountability results and explained how achievement levels and student growth percentiles (SGP) are being used to guide instruction across Rockport’s three school buildings. She noted that some grades and subjects show notable growth: “the growth for the sixth grade English is really fantastic at the 63%,” and the district had strong cohort improvement in 10th-grade ELA and math compared with earlier grades.
Presenters cautioned that small cohorts magnify year-to-year swings. As Miss Goody said, percentages in a district with small graduating classes can represent only a handful of students and move dramatically: “when you're talking about 45 or 50 kids graduating that five or 10% is know three or four kids,” a point committee members stressed when interpreting results. The presentation pointed to writing and vocabulary as areas needing focused instruction and cited initiatives planned to address those gaps, including Keys to Literacy for grades 4–8 and ongoing professional development and PLC work for teachers.
The district described targeted supports for students near proficiency, including literacy and math acceleration specialists and Win-block structures that allow focused interventions during the school day. Miss Goody and other presenters said the district will continue cohort and item-level analysis and use MTSS and targeted retest supports: “the literacy and the math acceleration Specialists are just about to work with the students who need to do a retest in November,” the transcript records.
Committee discussion touched on the first-year physics exam at the high school (46% met or exceeded) and an evolving scope-and-sequence approach intended to smooth transitions from middle to high school. Members praised the instructional coaching and cross-level curriculum coordination now meeting every two weeks.
No formal vote on assessments was taken; the material was presented for committee review and to inform instructional planning and next steps in professional development and targeted supports.
