HomeMy WebLinkAbout2019-11-21-ESTABROOK-minEstabrook School Council Meeting Minutes 11/21/19
1. Review minutes
2. Nomination of co-chair: Chhadomay Mandal
3. MCAS data
Review procedure/protocol: adapted version of Nancy Love's Protocol
Phase 1: prediction
Question: racial categories: State chooses with intent of closing achievement gap
Predications:
-Lexington will outpace state, data should have more E/M than state
-Math scores: will be interesting to see if 4th grade had improvement- 3rd grade
was struggling last year
-Last year: more M than E, (went from 3 categories to 4)
-L. R. caution: last spring 1 st year HS took new MCAS & racially charged
question - go into test thinking it measures accurately but need to look critically
at data, reliability, validity of test: just 2nd year of new test
Phase 2: examine data
Phase 3: "just the facts"
* AA/B: E or M- Estab 6/ Lex 321 State 27
* similar with Asian category
* overall Lexington percentage better than state
* students with disabilities: Mass 15 E/M, Lex & Esta higher
- Phase 4: possible explanations
* more resources here, all categories including prosocial support
* AA/B & H: sample sizes small: o- E category, how accurate, impact of specific
cohort,
* 4th grade math tests going home- habit of test taking (parents need to sign in
4th)
clarification: tests in every grade
* L.R.: revised Data Team with a new procedure in math: teaching practices,
Student Centered Coaching Cycles
* AA/B percentage not local- insignificant in comparison- are most not local. Does
commute time: tired, less access to resources
* EL/former EL performed well
- Questions
* It would be interesting to see if the same pattern exists with ELA data. How
does EL stand up in ELA as compared to math?
* Econ. Disadvantaged- reason we are tracking that category?: These categories
are noted as having "achievement gap". None should be significantly different if
equitable resources/services/instruction and equitable type of testing
* What percentage each group to town/state? Tells number but what's % of our
overall population?
Lisa will share more information with the group. Social/emotional data is important. In
past single data point seen as what is important. Support at district level for looking at
social/emotional piece as well as academic data.
Next topic of conversation?
- CM: Next level of data and then what are action steps and incorporating in
School Improvement Plan
AB: Ongoing conversation: targeted practice, how is that going? Recent book
group- parent need for more information
Educator autonomy vs underlying areas of consistency
Mrs. Shiekh- Clarification to AB: parent info specifically related to math
CB: group of 30- wide spectrum of performing: 3 groups w/4 adults/coaches,
everyone does one topic but one group done quickly they do extra activity
Conversation next time: goal, initiating student centered coaching and impact of
this, different approach than in classroom