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.

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. Below are the baseline data charts for elementary, middle, and high school with projected student outcomes disaggregated by race, service group, and gender.

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

* 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: