opening schools in recovery of education: student progress...2020/10/27 · 34.5 37.8 27.1 36.5...
TRANSCRIPT
Opening Schools in Recovery of Education: Student Progress—Update
Montgomery County Board of Education
October 27, 2020
Instructional Leadership Video
2
https://youtu.be/tUFpy9CWXKo
Fall MAP(analyzing for learning loss)
3
Limitations:● Virtual administration● NWEA Platform issues● Reports of parent and sibling assistance● Opt-out requests● Time to take the assessment longer than in past for some
students
Grade 3 Fall MAP-M and MAP-R
4
5
59.161.4
55.2
0
20
40
60
80
100
Grade 3 Fall MAP-M: Percent of Students At or Above the 50th Percentile
All Students
Fall 2018 Fall 2019 Fall 2020
6
81.0
57.454.8
52.1
40.8
29.6
84.0
60.0 59.1
53.2
41.9
32.1
79.9
55.352.5 50.9
38.4
23.8
0
20
40
60
80
100
Non-FARMSWhite/Asian/All Other
Student Groups
Non-FARMS Black orAfrican American
Non-FARMSHispanic/Latino
FARMSWhite/Asian/All Other
Student Groups
FARMS Black orAfrican American
FARMSHispanic/Latino
Grade 3 Fall MAP-M: Percent of Students At or Above the 50th Percentile
by Focus Group
Fall 2018 Fall 2019 Fall 2020
7
35.9
24.6
34.537.8
27.1
36.5
31.5 32.9 31.8
0
20
40
60
80
100
FARMS Special Education Limited English Proficiency
Grade 3 Fall MAP-M: Percent of Students At or Above the 50th Percentile
by Service Group
Fall 2018 Fall 2019 Fall 2020
8
62.3 62.1 61.8
0
20
40
60
80
100
Grade 3 Fall MAP-R: Percent of Students At or Above the 50th Percentile
All Students
Fall 2018 Fall 2019 Fall 2020
9
81.8
66.2
59.2
53.548.8
32.5
82.4
66.6
60.3
52.4 50.2
31.1
83.5
70.1
61.7
54.3 52.4
28.4
0
20
40
60
80
100
Non-FARMSWhite/Asian/All Other
Student Groups
Non-FARMS Black orAfrican American
Non-FARMSHispanic/Latino
FARMSWhite/Asian/All Other
Student Groups
FARMS Black orAfrican American
FARMSHispanic/Latino
Grade 3 Fall MAP-R: Percent of Students At or Above the 50th Percentile
by Focus Group
Fall 2018 Fall 2019 Fall 2020
10
40.2
24.3
35.939.6
24.1
34.138.6
31.833.9
0
20
40
60
80
100
FARMS Special Education Limited English Proficiency
Grade 3 Fall MAP-R: Percent of Students At or Above the 50th Percentile
by Service Group
Fall 2018 Fall 2019 Fall 2020
MAP-Reading Fluency
Meeting or Exceeding Grade-level Reading
Expectation by Grade 3
11
12
32.1
67.9
0
20
40
60
80
100
2020-2021 Grade 3 with a MAP-R Score: Percent of Students Meeting Grade 2 Expectation in 2020 Winter MAP-RF
All Students
Below Expectation At Expectation
13
15.222.7
31.338.0 37.7
55.6
84.877.3
68.762.0 62.3
44.4
0
20
40
60
80
100
Non-FARMS White/Asian/
All Other Student Groups
Non-FARMS Black or
African American
Non-FARMS
Hispanic/Latino
FRMS White/Asian/
All Other Student Groups
FARMS Black or
African American
FARMS
Hispanic/Latino
2020-2021 Grade 3 with a MAP-R Score: Percent of Students Meeting Grade 2 Expectation in 2020 Winter MAP-RF
by Focus Group
Below Expectation At Expectation
14
48.2
64.755.8
51.8
35.344.2
0
20
40
60
80
100
FARMS SPECIAL
EDUCATION
Limited English
Proficiency
2020-2021 Grade 3 with a MAP-R Score: Percent of Students Meeting Grade 2 Expectation in 2020 Winter MAP-RF
by Service Group
Below Expectation At Expectation
15
67.9
60.0
0
20
40
60
80
100
2020-2021 Grade 3 with a MAP-R Score: Percent of Students Meeting Grade 2 Expectation in 2020 Winter MAP-RF and At or Above Grade 3 50th Percentile in
2020 Fall MAP-RAll Students
Winter 2020 Meeting Grade 2 MAP-RF Expectation Fall 2020 At or Above Grade 3 MAP-R 50th Percentile
16
84.8
77.3
68.7
62.0 62.3
44.4
82.5
70.6
61.5
52.6 54.1
28.4
0
20
40
60
80
100
Non-FARMS
White/Asian/All Other
Student Groups
Non-FARMS Black or
African American
Non-FARMS
Hispanic/Latino
FARMS
White/Asian/All Other
Student Groups
FARMS Black or
African American
FARMS
Hispanic/Latino
2020-2021 Grade 3 with a MAP-R Score: Percent of Students Meeting Grade 2 Expectation in 2020 Winter MAP-RF and At or
Above Grade 3 50th Percentile in 2020 Fall MAP-R
by Focus Group
Winter 2020 Meeting Grade 2 MAP-RF Expectation Fall 2020 At or Above Grade 3 MAP-R 50th Percentile
17
51.8
35.3
44.238.9
30.5 32.6
0
20
40
60
80
100
FARMS SPECIAL EDUCATION Limited English Proficiency
2020-2021 Grade 3 with a MAP-R Score: Percent of Students Meeting Grade 2 Expectation in 2020 Winter MAP-RF and At or
Above Grade 3 50th Percentile in 2020 Fall MAP-R
by Service Group
Winter 2020 Meeting Grade 2 MAP-RF Expectation Fall 2020 At or Above Grade 3 MAP-R 50th Percentile
Grade 6 MAP-M and MAP- R
18
19
56.7 57.454.9
0
20
40
60
80
100
Grade 6 Fall MAP-M: Percent of Students At or Above the 50th Percentile
All Students
Fall 2018 Fall 2019 Fall 2020
20
81.6
51.848.5
51.0
32.8
25.2
82.6
51.5 51.254.9
29.526.1
79.0
51.347.3 45.8
33.1
24.0
0
20
40
60
80
100
Non-FARMSWhite/Asian/All Other
Student Groups
Non-FARMS Black orAfrican American
Non-FARMSHispanic/Latino
FARMS White/Asian/AllOther Student Groups
FARMS Black or AfricanAmerican
FARMS Hispanic/Latino
Grade 6 Fall MAP-M: Percent of Students At or Above the 50th Percentile
By Focus Groups
Fall 2018 Fall 2019 Fall 2020
21
30.7
19.516.3
30.9
19.7 21.0
29.7
18.722.2
0
20
40
60
80
100
FARMS Special Education Limited English Proficiency
Grade 6 Fall MAP-M: Percent of Students At or Above the 50th Percentile
By Service Groups
Fall 2018 Fall 2019 Fall 2020
22
69.7 68.1 67.2
0
20
40
60
80
100
Grade 6 Fall MAP-R: Percent of Students At or Above the 50th Percentile
All Students
Fall 2018 Fall 2019 Fall 2020
23
89.0
70.7
64.366.4
53.9
40.4
88.9
70.265.0 63.6
48.8
37.9
87.3
69.966.4
56.251.4
35.7
0
20
40
60
80
100
Non-FARMSWhite/Asian/All Other
Student Groups
Non-FARMS Black orAfrican American
Non-FARMSHispanic/Latino
FARMS White/Asian/AllOther Student Groups
FARMS Black or AfricanAmerican
FARMS Hispanic/Latino
Grade 6 Fall MAP-R: Percent of Students At or Above the 50th Percentile
By Focus Groups
Fall 2018 Fall 2019 Fall 2020
24
47.9
28.3
20.7
44.6
26.328.8
43.2
28.1 29.4
0
20
40
60
80
100
FARMS Special Education Limited English Proficiency
Grade 6 Fall MAP-R: Percent of Students At or Above the 50th Percentile
By Service Groups
Fall 2018 Fall2019 Fall 2020
What are we going to do about it?Approach to addressing Student Achievement:Elementary and Middle Schools
⮚Professional Development
• Vendor
• MCPS generated Professional Development
⮚Modifying curriculum to meet the needs of students
⮚Guidance/support to principals: office hours
⮚ Virtual Visits to schools
⮚ Use of MAP data
⮚ Before and after school programs
25
What are we going to do about it?Approach to addressing Student Achievement:ESOL
26
Curriculum Support
• Curriculum training for teachers and teacher leaders in Grades K-8
• Additional training and job embedded coaching for ESOL programs K-12
Academic Intervention Training• iLit for ELLs• System 44 and Math 180 for Secondary• Soluciones and iStation (TWI)
Professional Learning
• Regular professional learning for ESOL and METS teachers weekly
• Professional learning planned for teachers to support ELs
Academic Consults
• Central office supports to teachers and teacher leaders based on requests and needs
Student Instructional Materials
• iStation and Rosetta Stone English• Online curriculum resources with models
are available in the MyMCPS classroom for ESOL teachers
• Online Grade-level novels from OverDrive(9-12)
CARES Enrichment
•Academic interventions, parent support, and supplemental instruction•Saturday School Center for ELs in Grades K-12
What are we going to do about it?Approach to addressing Student Achievement:Special Education
●Student Instructional Materials ○OG student materials for home use○RGR electronic workbooks○iReady reading diagnostics
● Special Education CARES Enrichment○ 230 tutors○ 95 schools○ Academic interventions, parent
support, and supplemental instruction
● Academic and Behavioral Consults○ Central office supports to
teachers upon request
27
● Curriculum Support○ Eureka Math for prekindergarten
students with disabilities○ Additional training and job
embedded coaching for discrete programs
● Academic Intervention Training○ Orton-Gillingham (OG)○ iReady Reading and Math○ Really Great Reading (RGR)○ System 44○ Math 180
Grade 3 ReadinessDr. Stacy Ashton, Burnt Mills Elementary School
Early Detection~ Execute Action Plan
28
MAP-RF (Reading Fluency)
• Universal Screener for Grades K and 1• EOL Measure for all K-2 Students
Intervention Program
• Orton-Gillingham (OG) Approach - letters and sounds connection
After School Enrichment Program
• CARES Act - extended learning to address academic loss
Good First Instruction-Classroom Level Data
• Explicit Instruction and Co-Teaching Model• Planning and Professional Development
Addressing Student Achievement Shauna-Kay Jorandby, Sligo Middle School
Now and Next
• Using the Quadrant Growth reports to analyze students’ current growth vs. expected growth.
• Reviewing supports and interventions that are already in place for students that did not meet growth expectations.
• Cares Act Tutoring student selection based on data. Course data review for reading and math support.
• Long Term- Scheduling implications for intervention courses and specialized classes.
29
Grade 9 MAP-R and MAP-M
30
31
63.4
46.3
0
20
40
60
80
100
Grade 8 MAP-M Compared to Grade 9 MAP-M: Percent of Students At or Above the 50th Percentile
All Students
Grade 8 Fall 2019 Grade 9 Fall 2020
32
88.5
60.055.4 56.4
37.0
29.7
75.6
43.838.8 38.2
23.8
18.0
0
20
40
60
80
100
Non-FARMSWhite/Asian/All Other
Student Groups
Non-FARMS Black orAfrican American
Non-FARMSHispanic/Latino
FARMSWhite/Asian/All Other
Student Groups
FARMS Black orAfrican American
FARMSHispanic/Latino
Grade 8 MAP-M Compared to Grade 9 MAP-M: Percent of Students At or Above the 50th Percentile
by Focus Group
Grade 8 Fall 2019 Grade 9 Fall 2020
33
35.5
25.1
16.5
22.2
13.79.2
0
20
40
60
80
100
FARMS Special Education Limited English Proficiency
Grade 8 MAP-M Compared to Grade 9 MAP-M: Percent of Students At or Above the 50th Percentile
by Service Group
Grade 8 Fall 2019 Grade 9 Fall 2020
34
73.6
53.2
0
20
40
60
80
100
Grade 8 MAP-R Compared to Grade 9 MAP-R: Percent of Students At or Above the 50th Percentile
All Students
Grade 8 Fall 2019 Grade 9 Fall 2020
35
91.3
75.371.0
67.9
56.6
44.8
79.5
54.9
46.9 48.4
34.7
24.3
0
20
40
60
80
100
Non-FARMSWhite/Asian/All Other
Student Groups
Non-FARMS Black orAfrican American
Non-FARMSHispanic/Latino
FARMSWhite/Asian/All Other
Student Groups
FARMS Black orAfrican American
FARMSHispanic/Latino
Grade 8 MAP-R Compared to Grade 9 MAP-R: Percent of Students At or Above the 50th Percentile
by Focus Group
Grade 8 Fall 2019 Grade 9 Fall 2020
36
51.6
36.5
19.1
30.3
19.1
9.8
0
20
40
60
80
100
FARMS Special Education Limited English Proficiency
Grade 8 MAP-R Compared to Grade 9 MAP-R: Percent of Students At or Above the 50th Percentile
by Service Group
Grade 8 Fall 2019 Grade 9 Fall 2020
Maryland College and Career Readiness
37
MD College and Career Readiness Status for Current Seniors Compared to Senior Class of 2020 (as of September 2020)-Mathematics
38
AP/IB SAT/ACT ACCUPLACER
PARCC/M
CAP
Local
Agreement
Dual
Enrollment
Class of
2021 Met
CCR Math
Class of
2020 Met
CCR Math
Non-FARMS White/Asian/All
Other Student Groups23.8 42.1 3.5 25.6 77.9 1.2 85.9 88.2
Non-FARMS Black or African
American5.6 9.2 5.0 8.5 57.7 1.7 61.2 59.8
Non-FARMS Hispanic/Latino 4.3 8.8 1.7 6.0 53.2 0.7 56.7 53.0
FARMS White/Asian/ All Other
Student Groups9.5 12.3 6.3 9.3 65.4 2.4 67.8 67.0
FARMS Black or African
American2.2 4.4 3.9 2.5 47.4 1.1 51.3 49.7
FARMS Hispanic/Latino 1.5 0.9 2.6 1.7 42.7 0.3 45.7 39.9
FARMS 3.0 4.0 3.7 3.2 48.1 0.9 51.3 47.5
Special Education 0.6 2.9 0.7 1.6 32.5 0.2 41.0 29.7
Limited English Proficiency 0.2 0.8 0.6 0.0 23.7 0.0 28.6 25.3
MD College and Career Readiness Status for Current Seniors Compared to Senior Class of 2020 (as of September 2020)-Literacy
39
AP/IB SAT/ACT ACCUPLACER
PARCC/
MCAP
Local
Agreement
Dual
Enrollment
Class of
2021 Met
CCR
Literacy
Class of
2020 Met
CCR
Literacy
Non-FARMS White/Asian/All
Other Student Groups44.0 44.5 4.0 83.9 79.6 1.1 94.4 94.0
Non-FARMS Black or African
American14.5 12.3 6.6 57.7 67.0 1.9 83.3 80.5
Non-FARMS Hispanic/Latino 14.9 10.9 2.9 55.4 60.7 0.5 77.7 74.0
FARMS White/Asian/ All Other
Student Groups21.4 14.9 6.9 60.5 64.6 2.8 82.1 80.9
FARMS Black or African
American8.3 6.3 3.6 45.1 60.1 1.3 75.7 69.0
FARMS Hispanic/Latino 6.6 1.8 3.0 40.5 53.5 0.4 70.5 60.6
FARMS 9.6 5.5 3.9 45.4 57.6 1.1 74.2 66.6
Special Education 3.5 3.6 0.6 19.2 52.4 0.2 63.9 50.8
Limited English Proficiency 0.2 0.7 0.0 4.2 39.7 0.0 45.6 44.2
What are we going to do about it?Approach to addressing College and Career Readiness
● College and Career Readiness:
○ AP/IB Participation and Performance, Support
○ Access to SAT/ACT
○ Dual Enrollment
○ Career Readiness Programs
● On Track for Graduation
○ Summer School
○ Online courses, credit recovery, resolving Incompletes
○ Academic and well-being support
● Graduation Validation Teams (Seniors)
● Instruction, Intervention, Support
○ Core literacy strategies within content disciplines, using data to drive planning and instruction
40
Addressing Student AchievementBillie-Jean Bensen, Rockville High School
MONITORING STUDENTS• On Track for Graduation• Seniors, Graduation Validation• College and Career Readiness measures• Administrators, counselors, central office support
ESTABLISHED PROCESSES AND PRIORITIES• Articulation and master schedule• Access: IB, Career Readiness Programs, Dual Enrollment• SAT
INTERVENTIONS AND SUPPORTS• Online courses and credit recovery • Summer School 2020 • Alternatives such as TAWS, online courses
41
DISCUSSION
42
Elementary Schedules
43
MP1 Sample Elementary ScheduleSample Grade Level Day
8:30 am - 9:00 am
30 minutesTeacher Planning
9:00 am - 9:15 am
15 min
Classroom Morning Meeting & Social Emotional
Learning Lessons
9:15 am -11:30 am
2 ¼ hoursGrade Level Instructional Schedule
11:30 am- 1:00 pm
90 minutesLunch Break
1:00 pm -3:15 pm
2 ¼ hoursGrade Level Instructional Schedule
3:15 pm - 4:00 pm
45 minutesTeacher Planning
Wednesdays
9:00 am- 11:30 am
Grade Level Instructional Schedule
Must include class meeting, literacy, and math
11:30-1:00 Lunch Break
1:00 pm - 3:15 pm
Students● Self-directed and
independent work● Support &
Interventions● Specials
Staff● Individual and
Collaborative Planning, Grading
● Professional Development● Student Support
44
★Amount of Screen Time
★Length of Learning Blocks
★Teacher planning & workload
45
Areas of Note
Survey Feedback
46
RECOMMENDATION
47
Recommendation: Use of Wednesday Mornings
PROPOSAL:
Shift instructional model on Wednesday mornings.
INTERESTS/Feedback
★ Continue to meet MSDE live instruction requirements ★ Create options for reducing screen time★ Increase teacher planning time★ Increase related service scheduling options★ Keep all content areas in tact★ Encourage engagement & daily attendance★ Dedicate time for students to complete assignments and receive
additional support
48
REVISED Wednesday Morning Schedule
49
Time Students Staff
9:00 am - 9:30 am Morning Meeting, Attendance, & Framing the Day
9:30 am - 10:15 am Block #1Teacher Directed Learning Experiences
10:15 am - 10:30 am Student Check in and Closure
10:30 am - 11:30 am Block #2:Guided Student Work & Support Time
Teacher Planning Time
11:30 am - 1:00 pm Lunch & Wellness Break
1:00 pm - 3:15 pm Students● Self-directed & independent
work● Support & Interventions● Specials
Staff● Individual and Collaborative
Planning, Grading● Professional Development● Student Support
REVISED Wednesday Morning Schedule
49A
Block #1 Block #2
9:30 am - 10:15 am 10:30 am - 11:30 am
Teacher Directed Guided Student Work & Support Time
Determined by Leadership Team
Grade level teams identify learning activities from a menu of grade level banded options OR students may receive teacher, para or
related services support
Student Options
Engage in self-guided content from Google Site that is centrally populated with learning choices OR receive para or related services
support
Block #1: Teacher Directed Each school will consider the needs of their students for:
● Review & Reteaching● Preview & Exploration● Extension & Enrichment
Grade level teams will:● Identify & guide students in the completion of developmentally
appropriate activities and learning experiences that support mastery and learning of content from a menu of options.
● Teachers will communicate the learning plan for students during this block as part of the “Framing the Day” during the morning check in time.
● Teachers will work with some students “Live”, while others may be on their own or receive supports
50
Block #2: Guided Student Work & Support Time
MCPS Supported Site: Learning Choice Boards
52
Addressing Stakeholder Interests✅Continues to meet MSDE live instruction requirements
✅Creates options for reducing screen time
✅Increases teacher planning time
✅Increases related service scheduling options
✅Keeps all content areas intact
✅Encourages engagement & daily attendance
✅Dedicates time for students to complete assignments
and receive additional support53
DISCUSSION
54
By the Numbers
55
County Health Metrics
56
57
County Health Metrics (By Zip Code)
58
• MCPS is committed to the safety of our students and staff and the continued academic progress of our students
• This matrix for phased-in return to in-person instruction is based on CDC guidelines and informed by county health officials
Health Metric Matrix for Phased-in Return to In-Person Instruction
14-Day Average New Case Rate per/100K Residents
<5 5-10 >10
14-Day Average Test
Positivity Rate <5%
Student Special
Populations
Expanded hybrid in-
person
Limited hybrid in-
person
Consider minimal
hybrid in-person (10-
15)
Virtual
Group 1 Hybrid in-person
Consider hybrid in-
person
Virtual Virtual
Group 2 Hybrid in-person
following Group 1
Virtual Virtual Virtual
Group 3 Hybrid in-person
following Group 2
Virtual Virtual Virtual
By the Numbers: Enrollment
59
Pre-K Enrollment
20 September 3,618
30 September 3,688
20 October 3,706
Official MCPS September 30, 2019
Enrollment
160,379
By the Numbers: Connection to the Technology Systems
60
Time PeriodTotal
Non-LoginsAsian
African
AmericanHispanic White
More than
One RaceIEP (Y) LEP (Y)
FARMS
(Y)
8/31 - 9/44,349
(3%)325 968 2065 834 143 611 1339 2011
9/7 - 9/11 2,196 (1%) 125 402 1164 307 186 427 616 845
9/14 – 9/182,149
(1%)117 415 1131 296 181 437 582 792
9/21 – 9/251,858
(1%)98 373 987 244 148 373 509 802
9/28-10/21561
(< 1%)79 320 821 210 124 318 425 655
10/12-10/161139
(<1%)45 223 597 187 83 264 334 498
Connectivity: Number of students who have or have not connected to myMCPS Classroom or Zoom each week
What actions are being taken for students who are not engaged?
61
ATHLETICS UPDATE
62
DISCUSSION
63