MCPS Evidence of Learning Framework

When evaluating  student achievement, MCPS seeks to answer the following questions:

  • Are children learning?
  • Are they learning enough?
  • How do we know?
  • If not, why not?
  • What are we going to do about it?

In order to gain a full picture of a student's progress, the district uses multiple measurements to assess how students are performing. These measures are in classroom, district and external categories that assess student learning.

Classroom Data Report Card 
District Assessment District Assessments directly aligned to curriculum standards in the classroom
External Assessment State/National Assessments

Baseline and Student Outcome Data

The 2022-2021 Evidence of Learning Framework serves as our baseline data to understand where students are with literacy and mathematics. This framework consists of a variety of English Language Arts and mathematics measures/assessments each assigned to one of three categories: classroom, district, or external.

  Elementary School
  Percent Met EOL Literacy Percent Met EOL Mathematics
Female 59.2 59.0
Male 53.4 59.5
Asian 77.6 83.4
Black or African American 51.1 50.2
Hispanic/Latino 33.4 37.0
White 76.4 80.8
All Other 70.2 72.5
Free and Reduced-price Meal System 32.9 35.3
Special Education 30.8 36.0
Limited English Proficient 31.1 36.8
  Middle School
  Percent Met EOL Literacy Percent Met EOL Mathematics
Female 73.6 60.0
Male 66.5 55.8
Asian 87.4 84.8
Black or African American 63.9 45.6
Hispanic/Latino 88.0 80.0
White 50.5 34.5
All Other 79.1 70.3
Free and Reduced-price Meal System 48.8 32.7
Special Education 53.3 31.4
Limited English Proficient 45.5 26.1
  High School
  Percent Met EOL Literacy Percent Met EOL Mathematics
Female 78.5 73.8
Male 70.3 65.3
Asian 89.8 88.7
Black or African American 69.6 62.2
Hispanic/Latino 54.7 48.9
White 90.0 86.3
All Other 83.0 76.7
Free and Reduced-price Meal System 55.1 48.8
Special Education 57.8 47.0
Limited English Proficiency 38.3 36.2

To determine the impact of the learning that students may still need to acquire, various data points will be examined by student groups, including classroom data (i.e., grades), district-level data for assessments aligned to the curriculum, and standardized assessments.

Data will continue to be compared to grade-level peers as well as national data, where applicable, to identify differences in performance. An examination of Measures of Academic Progress (MAP) Growth reading and mathematics results  will be compared to spring 2022 and fall 2022 this years. 

The Evidence of Learning Framework consists of a variety of classroom, district, and external measures used to assess student learning. The framework uses a multiple measures approach that identifies accountability for student readiness and achievement. The framework’s goal is to move away from a single measure to indicate whether a student is learning or how they can demonstrate their learning. A multiple measures approach increases the opportunities for students to demonstrate their learning and provides a more complete picture of what students know and are able to do. For students who do not demonstrate Evidence of Learning attainment, supports—such as tutoring and interventions—will be provided to enhance student learning and their success.

One aspect of the Evidence of Learning Framework that will be used to identify students in need of additional supports is the external measure of NWEA Measures of Academic Progress (MAP) Growth assessments. The NWEA MAP Growth assessments allow for not only comparing to grade-level peers but also national peers. For the fall administration of an external measure, MAP Growth, the following metrics will be used for students in elementary through high school.

September/October 2021 External Assessment Administration

Level Literacy Mathematics Metric
Elementary School: Kindergarten – Grade 2 MAP Reading Fluency* MAP-Primary Performance at or above the 50th national percentile
Elementary School: Grade 3 – Grade 5 MAP Growth – Reading MAP Growth – Mathematics Performance at or above the 50th national percentile
Middle School MAP Growth – Reading MAP Growth – Mathematics Performance at or above the 50th national percentile
High School MAP Growth – Reading MAP Growth – Mathematics Performance at or above the 50th national percentile

* Performance is measured for students meeting or exceeding the grade-level standard as designated by NWEA.         

Evaluation plans: The intervention data collected for assessment and data analytics will be used to inform each student’s evaluation plan at the conclusion of each intervention/tutoring cycle. The evaluation plan will be provided to teachers and parents. The diagnostic data with daily progress reports will be included in the evaluation plan. In addition, MCPS will use the intervention data, along with multiple measures and anecdotal data, to evaluate the impact and efficiency of the approved intervention programs on addressing students’ loss of learning.  Intervention attendance and usage will be used to measure success.  

Intervention 

This chart below outlines the selected interventions that will be implemented as part of MCPS’  tutoring program:

Intervention Grade Levels  Served Data Collection and  Monitoring
Orton Gillingham (OG): Provides explicit, systematic and multi-sensory methodologies that can be implemented as a Tier III reading intervention for students who require intensive remediation in phonological awareness, phonics, decoding and encoding.   Elementary, Middle and  High School Diagnostic data will be collected prior to administering the  intervention and progress monitoring will occur quarterly
Really Great Reading (RGR): Provides explicit, systematic and cumulative Tier III reading interventions for students who require intensive remediation in phonological awareness, phonics, decoding and encoding. There are three RGR interventions available to students: Countdown, Blast and HD Word. Elementary, Middle Diagnostic data will be collected prior to administering the intervention and progress monitoring will occur quarterly 
iReady Math: Provides an explicit and systematic Tier III intervention for students who require intensive remediation in math. Elementary Progress will be monitored by the percent of growth from the beginning of the  intervention term to the end of the intervention term 
iReady Reading: Provides an explicit and systematic Tier III intervention for students who require intensive remediation in comprehension. Elementary Progress will be monitored by percent of growth from the beginning of the intervention term to the end of the intervention term 
iLit: Additional literacy supports for ESOL students in Grade 4, 5 and high school Elementary Student progress will be monitored through the  iLit data summary reports, district assessments and external assessments
Math 180: Addresses basic math skills to prepare for Algebra 1 readiness Middle and High School Usage data and progress based on the diagnostic will be used to determine evidence of success
System 44: Addresses basic literacy skills Middle and High School Usage data and progress on the diagnostic will be used to determine evidence of success
Read Naturally Live (RNL): Provides a web-based Tier III reading intervention for students who require intensive remediation in reading fluency Elementary, Middle and High School Diagnostic data will be collected prior to the intervention and progress monitoring will occur. quarterly