Designing Aligned K-12 Writing Rubrics High School Participants

API MeetingApril 2, 2015Agenda on Wiki at hsprograms.pbworks.com

UpdatesNCFE Waiver Likely for WCPSSState Board met this week, votes in MayIndications: WILL grant WCPSS an NCFE WaiverImplications:Opportunities for integrated, synthesized examsPLT-made exams in May/JuneTeacher/PLT alignmentBalanced Assessments: 4Cs Critical Thinking, Creative Thinking, Communication, CollaborationNeed to notify PLTs and get started on assessmentAP Summer TrainingCollege Board Scholarships12 available slotsSee packet for courses and locationsComplete Google form AP Summer Institute Scholarship ApplicationComplete additional steps if teacher is selectedDistrict-Funded TrainingTo be determined MathematicsIntensified Algebra Study Participation OpportunityLetter from Triangle High Five to the Academic Standards Review CommissionNC Quest Grant (Athens Drive, Broughton, Cary, Enloe & Millbrook only):Need 3 teacher participant names from Athens Drive, Broughton, and EnloeHave room for 3 additional participantsNeed no later than Monday April13th!!Data ReviewHigh School API MeetingApril 2, 2015Sonia DupreeMichelle Gordon

Data SourcesFall 2013 to Fall 2014 Comparison of EOC Results NCFE Results Spring 2013 to Fall 20141st Semester Grade DistributionOn the hsprograms wikiIn Quicker in 14-15 Test Results

Data Driven DialogueProtocolPhase I: PredictionsPhase II: ObservationsPhase III: Inferences

10 min. 8Phase II: ObservationsIf you catch yourself using the following . . . . , then stop!Because . . .Therefore . . .It seems . . .However . . .

Phase II: ObservationsInstead, frame statements like the following:I observe that . . .Over half the students are . . .Some patterns/trends that I notice . . .The percentage of students who . . .Im surprised that I see . . .

Example: Math I Fall to Fall EOC ResultsThe percentage of students scoring Level 4 or 5 increased by 0.7%.The number of students taking the Math I EOC increased by over 200.The number of students scoring at Level I increased by over 100.

WCPSS Math I EOC#testedLevel ILevel IILevel IIILevel IVLevel VPct45Pct345Fall 2013715227159921716633.146.01Fall 20149363361691142397833.846.05Fall to Fall Difference221109102268120.70.0Phase III: Inferences Generate multiple explanations for your Phase II ObservationsIdentify additional data that may be needed to confirm/contradict your explanationsPropose solutions/responsesIdentify data needed to monitor implementation of your solutions/responsesWhat questions does the data answer?What questions does the data not answer?Example: Math I Fall to Fall EOC ResultsPossible explanation: More students were placed into Math I this year based on the new placement guidelines. There was a significant increase in the number of students scoring at Level I. Therefore, the placement guidelines do not effectively predict which students will be successful in one-semester Math I.

Additional data: Some schools offer Math IB in the fall semester. These EOC scores would be mixed in with the scores of students who took Math I in one semester. The data needs to be separated into these two groups to see if the increase in Level Is can be attributed to students taking Math I in one semester.WCPSS Math I EOC#testedLevel ILevel IILevel IIILevel IVLevel VPct45Pct345Fall 2013715227159921716633.146.01Fall 20149363361691142397833.846.05Fall to Fall Difference221109102268120.70.0Example: Math I Fall to Fall EOC ResultsSolutions/Responses: If the explanation is confirmed, dig deeper into the data to find the profile of students who were successful in Math I in one semester. Adjust the placement guidelines accordingly.

Data to monitor: Compare Fall 2015 results to Fall 2014 to determine if there was a decrease in the number of students scoring Level I.

Your Turn! Part 1Private Think Time first 3 minutesUse the handout to record your thoughtsDiscuss at your tableBe prepared to share out!

10 minutesFall to Fall Comparison of EOC Results &NCFE Results Spring 2013 to Fall 2014Some things to think about . . .How does my school compare to the district? To other schools similar to mine?What trends do I see?How do Academic and Honors compare? Do they show the same trend?Who is teaching these courses? (new vs. experienced, stable PLT vs. inconsistency, etc.)What are the limitations of the data?

These timers appear initially as a cream, coloured circle. The timer is initiated by clicking on, at which point the circle will fill up in a clockwise direction with the colour you see above.

At the end of the time, a bell will sound.

It is possible to change the timings of the timers by entering the animation settings and changing the timings of the relevant Oval. Note the timings have to be entered in seconds.

It is possible to have multiple timers on the same slide as these work independently of each other.

16Grades Distribution: Stored Grades Report

25 min17Example: Clue High SchoolThings I notice: The distributions are very different - almost opposite of each other.

Questions I have: Should they be? Or should they be similar? What factors contribute to the differences? What questions does this raise? E.g. How many classes/students does this represent? How would the data look if disaggregated? How could you use this with the Math II PLT?18Example: Clue High SchoolThings I notice: I would not want my daughter in Col. Mustards class!

Questions this raises: Again, how many classes/students are represented? Is Mrs. Peacock a better teacher, or a nicer teacher?

Things I notice: The honors level teachers are more similar in their distributions. How is Ms. Scarlett ensuring that all of her students are not only passing but at mastery level?

19

15 minutesYour Turn! Part 2Some things to think about . . .What issues or questions arise?Where are there consistencies? Where are there inconsistencies?Is there a relationship between the EOC/NCFE data and the Grades Distribution data?How could you use this data with a PLT? With a teacher?

20Directions!

Current Grades Report

Live Gradebook DataAll Intervention Coordinators have access to these reports in Powerschools & have been trainedWhat timely data are you pulling now?How are you using the data?

10 min. 22

Vision 20/20Strategic LeadershipStrategic LeadershipVision 20/20

A Closer Look

Some Core AssumptionsNo one number captures the learning and life skills of a whole person.Some students will pass or fail by a sliding window of 4 or 5 points.Ds do not indicate mastery or full preparation. They indicate minimum level of proficiency.There are some high yield best practices for getting those last 2 points before the buzzer sounds.

WCPSS

WAKE COUNTY SCHOOLS

The TeacherThe StudentThe CourseSchool Structures and PracticesSweet Sixteen High Yield Practices

The TeacherThe StudentThe CourseSchool Structures and PracticesElite EightHigh Yield Practices

WCPSS

WAKE COUNTY SCHOOLSThe TeacherThe CourseThe StudentSchool Structures and Practices

On-Time Graduation

Thats the way the ball bounces?Strategic Coaching and Playing