High School CIA, Mon May 24

1. High School CIA, Mon May 24 • Announcements • NHPS PBA • Lab Discourse • Discussion

2. High School CIA Monday, May 24, 2010 Announcements: Jobs: TALK to me about possible positions/transfers. Still must be approved by sending/receiving principal. (Ms gen sci, hs gen sci, chem) Assessments: Available for draft review now at www.newhavenscience.org/test Username: science password: key Will be finalized June 4, scantrons here Due back June 24th Reminder: Special Ed/ELL modifications should reflect CMT/CAPT modifications. Assessment review: Have these been discussed in data teams? CAPT Results: about July 1 STEM Program list: please fill out District Data Fair: Please visit science boards and offer feedback. Also offer feedback on science supervisor end of year survey at: http://www.surveymonkey.com/s/Q8FYC3M Other: order materials, especially embedded tasks, NOW for next year Check website for PD

4. CIA Meeting - May 24, 2010 NHPS Performance-Based Assessment

5. New Haven School Change in a Nutshell What is New Haven School Change? Why is it important? • The School Change Initiative aims to: • Close the gap between the performance of New Haven students and the rest of the State in 5 years • Cut the drop-out rate in half • Ensure that every graduating student has the academic ability and the financial resources to attend and succeed in college • We have an obligation, as a community, to make sure all our children have the opportunity and the means to achieve their full potential • College graduates have more options, greater earning capacity, and longer life spans than their peers who do not complete high school How do we measure student learning? After much discussion and input from parents, teachers, administrators and the community at large we agreed that student learning on the way to our goals should be measured by looking at college success, engagement and attitude about school, completed course work, demonstrated skills and tested knowledge How will we achieve our goals? Portfolio of Schools Talent Community • Grading the Schools • Define three tiers of schools based on how well they are educating their students, and design a program for each school based on what that school needs to successfully promote student achievement, including school turnaround • Assign Tiers to 6-8 schools in March 2010 for new programming to begin in the fall of 2010, and assign Tiers to the remainder of the schools by November 2010 • Collect Feedback from Stakeholders • Gather information from parents, teachers and students in an annual surveys of how they perceive their school environment • Take input from Principals on the effectiveness of central office services, and work to ensure the best possible support to schools • Teacher, Principal and Administrator Evaluation and Development • Develop evaluation systems that recognize great teachers and administrators and identify those that are struggling • Rely on new measures of student learning to inform teacher, principal and administrator evaluation and development • Provide feedback, coaching, and other development opportunities to help all educators be successful • Recruitment • Improve recruiting processes to attract and keep the very best teachers and administrators • Parents • Launch city-wide Parent Leadership Organization, made up of PTO leadership from each school, to provide input to district • Build ways for parents to be involved in their students’ education • Wraparound Services • Work to ensure that every student is available and ready to learn in the classroom, by ensuring coordination inside and outside the school system through the new Boost! partnership • Promise scholarship • Provide college funding to all residents who graduate from NHPS ready to be successful in college

6. Student Learning Measures – How Does Performance-Based Assessment Fit In? NHPS student learning measures, developed by the Reform Committee and approved by the Board Student Learning Indicators… …As measured by College Success • Enrollment in and successful completion of accredited post-secondary education or training, with an emphasis on college • Graduates’ enrollment in and completion of post-secondary education (tracked by the National Student Clearinghouse) Expressed Engagement & Attitude • Engagement in and positive attitude toward school, community and the future • Student and teacher survey input on student engagement and attitude Completed Coursework • Successful completion of courses required for high school graduation and college readiness • Exposure to the arts, athletics, and other subjects • Student transcripts and grades Student Learning Categories Demonstrated Skills • Demonstration of intellectual skills and positive personal behaviors on significant projects over the course of a student’s academic career • Progress on 21st Century Competencies as demonstrated through Capstone Portfolios Tested Knowledge • Progress and performance on state standardized tests toward ‘proficiency’ and ‘goal’ standards in reading, writing, math, and science • Progress along a K-12 standards continuum as reflected in focused and instructionally useful assessments • Progress on state/national content standards as demonstrated through Quarterly Assessments and CAPT

7. Proposed NHPS Performance-Based Assessment System • NHPS seeks to develop a performance-based assessment system that will be oriented around an agreed upon set of 21st Century Competencies (higher order thinking and intellectual skills that are critical for success in the 21st century) • High schools will implement (or expand upon existing) performance assessments and Capstone Portfolios in 9th -12th grade through which students demonstrate progress on 21st Century Competencies • Performance assessments and Capstone Portfolios will be guided by district-wide expectations and standards (including common competencies and rubrics), but implemented at the school level based on the specific structure, strengths, and needs of each school • Successful development and implementation of a performance-based assessment system will require work at multiple levels Student Actions • Development of Capstone Portfolio through selection of and reflection on work School-Based Adult Actions • School-based Capstone Portfolio plan • Regular, substantive conversations about student work • Common language and time for grading and planning • Integration or 21st Century Competencies in instruction District-Wide Shared Language and Focus • NHPS 21st Century Competencies and associated rubrics • District-wide Capstone Portfolio parameters

8. Developing a Performance-Based Assessment System Development and implementation should occur over time, beginning with shared language and focus and moving towards student actions 2010 – 2011 2011– 2012 Spring / Summer 2010 Student Actions • Students develop Capstone Portfolios in grades 9-12 School-Based Adult Actions • Develop and begin implementation of school-based Capstone Portfolio plan • Establish opportunities for common planning and grading • Implement school-based Capstone Portfolio plan • Strengthen common grading and interdisciplinary planning and instruction District-Wide Shared Language and Focus • Develop NHPS 21st Century Competencies and rubrics • Develop district-wide Capstone Portfolio parameters • Facilitate and support adoption of 21st Century Competencies and Capstone Portfolios • Review and revise as needed All NHPS High Schools should have a Capstone Portfolio structure in place by 2011-12, however some schools will progress at a different paces depending on existing structures, strengths, and needs

9. New Haven Public Schools 21st Century Competencies By the time a student graduates from a NHPS School s/he will demonstrate proficiency in the following competencies:

10. The Assessment Working Group • An Assessment Working Group made up of teachers and school-based and central office administrators from across the district has been established to support the development of district-wide Capstone Portfolios in high schools. The Assessment Working Group has three core responsibilities: • Contribute to the development of district-wide common 21st Century standards and rubrics to guide school-based portfolio development and assessment • Support the development of district portfolio guidelines and criteria • Serve as a conduit for communication and collection of feedback at individual schools Assessment Working Group representatives:

11. Peer Discourse and Science Achievement Complete study at www.newhavenscience.org/peerdiscourse • Observed 6 classes, both class lesson, then 1 small group per class designing the acid rain experiment. • Coded class observations and group talk observations • Teacher survey and student survey (all students in each class) • Got Inquiry scores for quarter one and quarter two assessments • Got Inquiry scores for quarter three assessments • Used student numbers to match and find correlations

16. Findings: • Student talk does correlate with achievement, even when prior achievement is factored in especially in science inquiry • Classroom observations are good data, as are student group observations • Students have some knowledge of understanding linked to group talk and scores • Teachers may not know of the benefit of group talk as much • Implications: • Teachers should scaffold and teach group talk, experiment design • Less emphasis on task completion, content as part of lab design talk • Social roles matter, and students can become aware of their roles. • Teachers need to find opportunities to observe group talk (video, peer observ, etc)

17. WHY? HOW?

18. Understand content • Make connections • Show relevancy • Build community • Show student ideas are valued • Build trust and respect

19. REMEMBER … IT’S A PROCESS

20. http://www1.umn.edu/ohr/teachlearn/tutorials/active/scene1/index.htmlhttp://www1.umn.edu/ohr/teachlearn/tutorials/active/scene1/index.html

21. Use inviting questions • Familiar >>> Abstract • Question >>> Rephrase >>> Example • Be concrete

22. How to balance safety/challenge • Privacy versus participation • Use variety to include all

23. Address ideas not individuals • Ask for examples/evidence • Respect all responses • No interruptions • Rules apply to everyone

24. Failure to acknowledge comments • Anger • Interruptions • Sage on the stage • Lecturing speakers

25. MODEL, PRACTICE, and PATIENCE

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