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Date: 12/26/2018
WILBRAHAM – The Hampden-Wilbraham Regional School Committee conducted a workshop meeting to further discuss the outcomes of the most recent Massachusetts Comprehensive Assessment System (MCAS) exams taken last school year and address areas in which the district appeared to be lacking.
Before the presentation, School Committee Chair Patrick Kiernan cautioned members of the body and the community to “remove some of the emotion” from the discussion, noting the success of the district and its students is “a heck of a lot more than one number.”
John Derosia, director of curriculum, instruction and professional learning, led the discussion with a presentation in which he outlined the district’s scores in English language arts (ELA), math and science and technology grade by grade and then illustrated how the district’s scores compared to neighboring districts and like districts statewide.
Before getting into details, Derosia reminded the committee that the test is new to every district in the state and there are many moving parts that the district is still working through in order to make the best use of the data. With that said, he noted, “There are pockets we know we need to improve on.”
Derosia noted specifically that grade 4 lagged behind state averages in both math and ELA. Forty-seven percent of students in fourth grade scored meeting or exceeding expectations on the test in ELA while 42 percent scored in that range in math. Statewide, 53 percent of test takers scored meeting or exceeding expectations and 48 percent had those scored in math. Most notably, only 2 percent of Hampden-Wilbraham Regional School District (HWRSD) students scored exceeding expectations in math while the statewide average was 8 percent.
Derosia said examination of this data on a more specific scale will determine if there are opportunities for better instruction and, in turn, the district would work with its teachers to develop practices to maximize student successes. As an example of more specific determinations based on the data, he explained that at the elementary level, fractions were an area of concern upon which there would be a greater focus. Ganem also noted nonfiction was another area that warranted greater attention.
“We have work to do. There’s no other way to say it,” he said. “This gives us a place to start.”
When queried further on the slump in fourth grade scores, Ganem suggested the rigor of the test was a factor. He noted that less time to take the test and additional aspects such as a long composition section make for a more challenging assessment. Derosia added the grade 4 assessment is also the first computerized MCAS test the children take. Kiernan noted, however, that those challenges did not appear to affect data statewide. Derosia also noted the district is careful not to teach to the test and while some material may be covered during the year, it may not be covered before the assessment is taken. He added, “We hope this is an ongoing conversation. Bigger discussions need to take place.”
Derosia also said it was important to take the Data Analysis and Review Tools (DART) Analysis into account. That analysis, he and Ganem explained, compares districts with similar demographics and physical makeups in order to offer a more apples-to-apples comparison of the data. The DART comparisons may change from year to year given changing district characteristics. Derosia used the 2018 assessment for Wilbraham Middle School (WMS) as an example with Ispwich, Dighton-Rehoboth, Somerset, Pembroke, Old Rochester, Seekonk, Scituate, Silver Lake and Lakeville as the statewide comparison. Sixty-five percent of WMS’ eighth grade scored meeting or exceeding expectations, while the like communities typically fell in the mid-60s with a range of 48 to 73 percent. WMS grade 8 math had 58% meeting or exceeding expectations, results which were fairly typical of the DART comparisons which scored mostly in the high 50s to mid-60s. Science scores were on the high end of the comparisons.
Derosia also provided local comparisons with Longmeadow, East Longmeadow, Ludlow, Southwick and Belchertown. WMS eighth graders trailed Longmeadow’s middle schools in all accounts, but out-paced the others in all three areas.
Committee member William Bontempi cautioned the committee to look at the assessment as a guide and as part of a larger equation. He noted other districts score very well on the tests by training students to be good test-takers, but are not adequately training students for success. He specifically used Hadley as an example. He said with differing styles in addressing the test and educating students there will be some discrepencies.
“I think there should be some introspection within this body to determine what academic excellence is,” he said. “Some of the most vocal against standardized testing are the ones yelling about test scores.”
Committee member Heather Zanetti, however, said “It’s the game and if we’re going to play the game, we should want to play to win.”
Bontempi retorted that putting too much stock in one test was a “trap” and suggested he was willing to accept variability in scores if it meant producing superior students.
Committee member Sherill Caruana said the schools have a definition of excellence and it is found within the standards. Committee vice chair Sean Kennedy, however, cautioned people should not “mistake standards for excellence.”
Wrapping up the discussion, Kiernan stressed the need to continue to support the schools financially, noting significant gains made by the district thanks to an increase in funding in last year’s budget cycle after years of slashed budgets left the district with significant challenges.