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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-

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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