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Rockport presents MCAS results showing cohort gains, identifies writing and vocabulary as targets
Summary
District presenters told the school committee that cohorts show notable gains—citing, for example, an 8th-grade ELA cohort improvement and a stronger 10th-grade performance—while calling for targeted literacy and vocabulary work and continued MTSS and PLC data use.
Miss Goodyear presented the district's MCAS results and analysis to the Rockport School Committee, providing cohort-level trends, student-growth percentiles and item-level strengths and weaknesses. She described the results as "a decent trend" and pointed to areas for additional attention, particularly writing and vocabulary.
Goodyear highlighted that some cohorts showed strong gains by the time they reached tenth grade: "We went from 39 percent in 8th grade to 65 percent in ELA, from 26 percent in 8th grade to 54 percent in math," she said, describing cohort-level improvement over time. She also noted high student growth percentiles in some middle-grade areas and strong subgroup performances on particular items.
Presenters and the superintendent emphasized that the results reflect teachers' work and that detailed, department-level analysis will guide instruction. Goodyear described next steps including concentrated MTSS (Multi-Tiered System of Supports) work, targeted literacy coaching (including a Keyes literacy engagement for grades 4–8), I-Ready consultation in K–3, and more collaboration between middle- and high-school departments.
Committee members asked about how changes in cut scores and EPP (Educational Proficiency Plans) requirements affect graduation standards. Goodyear explained how new thresholds shift the proficiency cut and that the class of 2025 faces the last year with prior scoring; juniors and below will face the higher bar. She said the district will monitor subgroup progress carefully and adjust targeted interventions for students closer to meeting expectations.
The presentation concluded with administrators thanking educators and instructional coaches and outlining plans for continued data-driven instruction and professional development to address identified gaps.
