High Needs Student Performance sTRONG ACHIEVEMENT, STRONG GROWTH

OUR HIGH NEEDS STUDENTS MAKE SIGNIFICANT PROGRESS IN BOTH ACADEMIC ACHIEVEMENT AND IN GROWTH OVER TIME.

This statement indicates that there is no achievement gap between the performance of high needs students and the performance of all students within our school. In addition, Four Rivers' high needs students have outperformed the high needs students in nearly every other sending district on nearly every test over the past several years.

One measure of student performance is the Composite Performance Index from Massachusetts state assessments, including PARCC tests from 2015 and 2016 and MCAS tests. The CPI indicates how many students score proficient and advanced on a 100-point scale. The graphs below show performance by subject for high needs students.

No data for high needs students in 2015 and 2016
No data for high needs students in 2015-2016
No data for high needs students in 2015-2016
No data for Four Rivers high needs students in 2013

Another way to see how our high needs students are doing is to look at data within the school. Do our high needs students do at least as well as our students in general?

In data from this year’s 11th and 12th grade classes, we looked at the average score and average gain from 7th grade to 10th grade of high needs students and special education students compared to the entire class. In terms of achievement, high needs students scored about the same on average, while special education students performed slightly below all students. In terms of gains made between 7th and 10th grade, however, high needs students gained significantly more than all students while they performed about the same for English and gained about the same as all students in both ELA and math.

MCAS paths of ten students: to look at the progression of individual students, here are five who qualify for special education and five who fit into the High Needs category. This sampling illustrates the growth students in these two categories make at Four Rivers over time. Green indicates when each student enrolled at Four Rivers.

There is a story to tell about how High Needs students progress at Four Rivers. Four Rivers teachers meet each week to talk about students of concern. For each course each week, teachers indicate whether a student’s work has been completed to a passing level by marking them green for “all is well”, yellow for “warning”, or red for “trouble”. By tracking % green, the team can monitor the extent to which students are keeping up or struggling academically. We’ve set 90% as a general threshold: 90% green and above indicates a student is doing fine; below 90% green a student is experiencing some challenges academically.

The data linked here looks at how High Needs students (those with an IEP, a 504, needing ELL support, or who are Economically Disadvantaged) currently enrolled in the high school have progressed over last year and this year, the only two years for which we’ve tracked % green. We’re looking for positive and negative trends, using these colors to help us see the trends:

In the table linked here, each row below represents one of the 80 High Needs students out of the 146 in the high school this year.

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