Dorothy Blackwell, Waverly Interim Superintendent

FACTS ABOUT MICHIGAN’S NEW "CUT SCORES" 

What are the MEAP and MME Tests?

Each year, public school students in grades 3-9 are required by the state of Michigan to take the Michigan Educational Assessment Program (MEAP) test. Students are tested in Mathematics, Reading, Writing, Science and Social Studies. Eleventh graders take the Michigan Merit Exam (MME). The MME assesses students in English Language Arts (reading and writing), Mathematics, Science and Social Studies. These tests assess students’ learning to ensure they are on track to be college and career ready.

What does "proficient" mean?

Students who meet or exceed standards on the MEAP and MME meet Michigan’s definition of proficient.

What does "college and career readiness" mean?

The term "college readiness" indicates a student is ready to succeed in first-semester, credit-bearing college courses. The term "career readiness" indicates a student is ready to succeed in introductory technical career training courses.

What are MEAP and MME "cut scores"?

Cut scores (or cutoff scores) separate test takers into various categories, such as advanced, proficient, partially proficient and not proficient. MEAP and MME cut scores and categories are determined by the Michigan Department of Education and approved by the Michigan State Board of Education.

Why is Michigan changing the MEAP and MME cut scores?

Michigan’s previous cut scores for these state tests were set at a very basic level. Raising the cut scores will give Michigan parents and students a much better sense of whether students are adequately prepared for the next step in their education and a future career in a global economy. Michigan is one of only three states in the nation (along with New York and Tennessee) to move to this top tier level of test scoring.

How do the new scores compare to last year’s scores?

The new cut scores represent a significantly higher standard for student achievement and are intended to more accurately reflect whether students are on track and prepared for college and careers. On some tests, students previously could have answered as few as 40 percent of the questions correctly to be considered proficient. Under the new scoring system, students will have to correctly answer a much higher percentage of questions. While we anticipate an initial decline in the number of students reported as "proficient," we are confident this change will be temporary due to ongoing school improvement efforts and student support.

Should parents be concerned if their child’s proficiency level drops?

Parents may notice their child is not at the same proficiency level as previous years. A lower score does not mean that a child isn’t gaining academic skills or is falling behind, but it is a reflection of higher standards. If a child does not score at or above the proficient level on any of the assessments, this is an indication that, on the day of the test, the child had not yet mastered the skills or knowledge expected for his or her grade level. Many students might require additional help and/or time to master these skills. Actually, by the time parents and the school receive the results from the state, many students will have closed the gap. Parents may wish to talk to their child’s teacher(s) about the results and the resources that can help ensure his or her success.

What is Waverly doing to help students become college and career ready?

In addition to the MEAP and MME reports, several other measures are used in our district throughout the year to insure students are making academic progress. Attendance, classroom participation and class work also help determine whether students are ready to advance to the next grade. Waverly has been in a partnership with Ingham Intermediate school District for the past three years on the implementation of our Response to Intervention initiative. We currently assess all students with a universal screener grades k-8 three times a year in literacy and mathematics. We currently progress monitor all students identified for support in literacy and mathematics. Staff members will hold data day meetings six times this school year during a 2 hour delayed Wednesday to review student performance data.

We are in the process of analyzing our curriculum to respond to this more challenging level of test scoring, and we will be looking at any professional development that is needed to enhance staff training related to these recent changes.

What can parents do to help their child become college and career ready?

One of the best ways to keep track of a child’s school progress is speaking with his or her teacher and the school. Parents should work with their child on homework, read assignments with him or her, and be active in their school life. (Provide examples of ways parents can get involved such as serving on a school improvement committee, PTO/PTA, volunteer opportunities, etc. Also provide a list of online parent resources.)

Where can more information about MEAP and MME be found?

For more information and parent resources:

Michigan Department of Education http://1.usa.gov/statetests

Waverly Community Schools

Dorothy Blackwell, Interim Superintendent/Chief Academic Officer

(517) 319-3040

dblackwell@waverlyk12.net

 Stanley S. Kogut, Jr. - Superintendent, Ingham Intermediate School District

Increasing Student Achievement Remains Our Focus

Helping students reach their maximum potential is the goal of all educators. To ensure the focus remains on student achievement, districts use several measures. Michigan Educational Assessment Program (MEAP) is one of those measures used in all Michigan schools. The state has recently changed the rating for a student to be considered proficient—otherwise known as "cut scores". As stated by the Michigan Department of Education, "the previous passing scores for the state assessments were set at a very basic level - enough for a basic trade in our old manufacturing economy, not in the advanced information economy of the future." Students must be more proficient to compete in the 21st century global marketplace and we applaud the State for taking this step.

As the new cut scores reach our communities, we know the result will show fewer students will be considered proficient and more schools will be identified as needing improvement. A few years ago, Ingham Intermediate School District (ISD) and its 12 constituent districts recognized this as an issue and have been working to help students close the achievement gap. We know we need higher proficiency levels for all students that are more aligned with national standards.

All 12 districts and Ingham ISD collaborate often to provide unique student program and service offerings. Collectively, several joint opportunities exist for students to create an individualized learning plan that meets their needs. Opportunities include early childhood programs, gifted and talented programs, special education support, several high school program options and much more. The most profound county-wide collaboration has been the implementation of an instructional model known as Response to Intervention (RtI). RtI is in place in more than 90 buildings and 30 pre-school classrooms in Ingham ISD’s service area.

How does RtI correlate to cut scores? RtI isn’t just a measurement tool—it’s an instructional approach that empowers all educators to create a positive learning experience. It uses ongoing student assessment measures which enable teachers to make instructional adjustments immediately in their classroom. This instructional model does not wait for an annual proficiency assessment. RtI meets all students in the general education classroom and uses data to help assess a student’s learning level several times throughout the year, keeping students in their classroom with their peers.

RtI is working. County-wide results are showing upward trends in elementary literacy and reading comprehension, and a reduction in student referrals for special education. That’s a great start, but our work is far from complete.

Parents deserve to have a well-rounded view of their student’s knowledge to support their learning. State proficiency measures are only one component of a student’s educational journey. Many factors play a part in student success. We hope every family and community member remains focused on student achievement and the positive impact they can have on our future leaders, not just state test scores. Ingham ISD service area districts stand committed to providing students the support they need, whenever they need it.

Stanley S. Kogut, Jr.

Superintendent, Ingham Intermediate School District