1 ready to lead, day 2 tracking student progress to raise the bar for every student linda chen chief...
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Ready to Lead, Day 2Tracking Student Progress to
Raise the Bar for Every Student
Linda ChenChief Academic Officer
Jennifer Bell-EllwangerChief Achievement and Accountability Officer
Amazing things are happening!
Use assessments to inform instruction and to track student progress.
Principal
We have engaged peer observations and feedback opportunities for teachers.
Teacher
We have utilized data from various sources to help teachers adjust and readjust practices. We have to do a better job in this area, but we're on the right track to help every child to improve.
IEP Chair
Amazing things are happening!
Student-led conferences for EACH student in all grades (pk-5) two times a year on the half-days for conferences.
Principal
To discuss the term, "NOW WHAT" to allow teachers to think deeper about how to met the needs of students and increase student achievement.
Teacher
Team analysis of PARCC questions focused on how to infuse the skills within daily instruction.
Assistant Principal
What we will share with others!
It's all about the students and we want every student to be successful upon leaving Baltimore City schools.
PreK Teacher
Recap of Day 1
Developing a common understanding of the urgency of raising the bar for every student through a deeper
understanding of content and grade level expectations for the Maryland College and Career
Ready Standards (MCCRS) through:
• Examination of PARCC tasks for rigor in ELA and Mathematics
• Deconstruct the MCCRS aligned to the task• Connections to the curriculum and Instructional Framework
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Day 1- What we heard
AreaNumber of Responses
Understanding the standards 32Rigorous tasks 52
Connection to the classroom 85Analyzing the standards and PARCC content 68
No additional support needed 48
Request for Further Support
Network Number of Responses
1 42 343 284 305 216 327 318 359 1810 5011 2212 2813 3614 34
Total 403
Day 1- What we heard
• Day 1 provided NEW content or went DEEPER into existing content (i.e. content, strategies, skills) 91% agreed or strongly agreed
• Day 1 provided actionable next steps on how to incorporate the information shared into my practice 89% agreed or strongly agreed
• Day 1 improved my ability to support student learning 92% agreed or strongly agreed
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The MCCRS Shifts Build Toward College and Career Readiness for All Students
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MCCRS Standards Progression9
GradePriorities in Support of Rich Instruction and Expectations of Fluency and Conceptual Understanding
K–2Addition and subtraction, measurement using whole number quantities
3–5 Multiplication and division of whole numbers and fractions
6Ratios and proportional reasoning; early expressions and equations
7Ratios and proportional reasoning; arithmetic of rational numbers
8 Linear algebra
Priorities in Mathematics10
Required Fluencies in K-6
Grade Standard Required Fluency
K K.OA.5 Add/subtract within 5
1 1.OA.6 Add/subtract within 10
22.OA.2
2.NBT.5
Add/subtract within 20 (know single-digit sums from memory)
Add/subtract within 100
33.OA.7
3.NBT.2
Multiply/divide within 100 (know single-digit products from memory)
Add/subtract within 1000
4 4.NBT.4 Add/subtract within 1,000,000
5 5.NBT.5 Multi-digit multiplication
6 6.NS.2,3Multi-digit division
Multi-digit decimal operations
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Using Data to Lead
Assessments provide us with data but learning and leading from the data requires thoughtful and purposeful conversations.
Today you will work with your teams to build on familiar practices and data sources so that our work is more connected moving forward.
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Connecting Standards to an Evidenced-Based Inquiry Process
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Evidence
Standards
Assessing Student Learning
Instruction
Inquiry Process
Step 1: Conduct a
Treasure Hunt
Step 2: Analyze Data to
Prioritize Needs
Step 3: Establish
SMART Goals
Strategies
Step 5: Determine
Results Indicators
Step 6: Monitor and
Evaluate Results
ILTs
Teacher Teams
Acquiring Meaningful Data14
While the conversations around data provide meaning, in order to fully understand the outcomes we must
understand the assessment.
Assessing Student Learning
District and State
Assessments
Diagnostic Formative Summativ
e
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Ongoing
End of YearPre-assessment
SY 2013-2014 SY 2014-2015
Maryland Assessment TransitionsGrades 3-8
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MSA Reading PARCC ELA
MSA Math PARCC Math
MSA Science (5th and 8th)
MSA Science (5th and 8th)
PARCC Field TestSelected Classrooms
SY 2013-2014 SY 2014-2015
Maryland Assessment TransitionsGrades 9-11
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HSA Algebra PARCC Algebra I
HSA English 10 PARCC English II
HSA Biology HSA Biology
HSA Government HSA Government
PARCC Algebra IIPARCC Field Test
Selected Classrooms
Two Phases of PARCC Transition18
Phase I: Field Test
SY 13-14
Phase II: Operational Test
SY 14-15
Phase I: SY 13-14 Field Test19
Phase I: Field Test
SY 13-14
Fall/Winter 2013-14
•Analyzed technology capacity of schools to administer PARCC
•Trained administrators and school staff
Spring 2014
•Visited every school to ensure field test readiness
•Implemented the field test
Summer
2014
•Conducted focus groups with school and network staff
Field Test Highlights20
PARCC ELA 3-8
PARCC Math 3-8
PARCC Geometry
PARCC English 9
PARCC Algebra II
PARCC English
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5,300 students at 136 schools
2,200 students at 47 schools
Field Testing Follow Up
District office held focus groups with school staff that participated in testing and Network staff that monitored testing to help inform next steps
ITD procured and is in the process of installing designated proctor caching servers at every school
Preparation underway for more detailed and supportive School Test Coordinator training
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Phase II: SY 14-15 Operational PARCC
PARCC is still in the process of learning from the field test to develop the operational policies and structure
What we can focus on now is raising the bar in our classrooms and with our assessments.
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Operational TestSY 14-
15
Just One Part of the Picture23
Evidence
Standards
Assessing Student Learning
Instruction
Inquiry Process
Step 1: Conduct a
Treasure Hunt
Step 2: Analyze Data to
Prioritize Needs
Step 3: Establish
SMART Goals
Strategies
Step 5: Determine
Results Indicators
Step 6: Monitor and
Evaluate Results
ILTs
Teacher Teams
Preview of Day 2
Further deepen our knowledge of “the bar” by examining formative assessments, embedded in our curriculum
Use data to identify problems of practiceConduct a root cause analysis Begin to identify strategies to solve the problem
identified
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If I were given one hour to save the planet, I would spend 59 minutes defining the problem and one minute resolving it.
Albert EinsteinWhat is happening? Use data (multiple sources- quantitative and
qualitative) to identify the problem
Why is this happening? Conduct a root cause analysis
BOSTON PUBLIC SCHOOLS Academics
Using Data to Identify Instructional Problems
Solving Instructional Problems
How are we going to solve this problem? Reduce the problem to a level we can resolve Determine units of intervention Take courageous leaps and calculated risks Create the instructional action plan - SPP Continuously evaluate results and make corrections Engage in on-going learning cycle Revise the instructional plan as needed
Digger Deeper To Solve the Problem- Asking “Why”?
A combination of factors is required to close
achievement gaps.Taking the time to identify root causes help us go
slow to go fastAn early problem of 1 or 2 things becomes a later
problem of 5 or 6 things
Example: reading problem motivation engagement
Culturally Responsive Teaching
Is a pedagogical framework that respects the backgrounds and contemporary circumstances of all learners regardless of individual status and power, and employs learning processes that embrace the range of needs, interests, and orientations to be found among them.
--Wlodkowski & Ginsberg
Create learning experiences that allow the integrity of every learner to be sustained while each person is
intellectually challenged in ways that allow them to attain relevant educational success and mobility.
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Developing Knowledge, Skill, Capacity and Will
Create relevance and choice among learners and teachers toward the learning experience and learning goals.
Expand, refine, or increase the complexity of what is learned in ways that matter to learners- include their values and purposes, and contributions to a critical consciousness
Establish norms, procedures and structures that are woven together to form a learning context in which all learners and the teacher feel respected by and connected to one another.
Adapted from Cyndie Hays, 2012