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Ready to Lead, Day 2 Tracking Student Progress to Raise the Bar for Every Student Linda Chen

Ready to Lead, Day 2 Tracking Student Progress to Raise the Bar for Every Student Linda Chen Chief Academic Officer Jennifer Bell-Ellwanger Chief Achievement and Accountability Officer. Amazing things are happening!.

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Ready to Lead, Day 2 Tracking Student Progress to Raise the Bar for Every Student Linda Chen

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  1. Ready to Lead,Day 2 Tracking Student Progress to Raise the Bar for Every Student Linda Chen Chief Academic Officer Jennifer Bell-Ellwanger Chief Achievement and Accountability Officer

  2. Amazing things are happening! We have engaged peer observations and feedback opportunities for teachers. Teacher Use assessments to inform instruction and to track student progress. Principal

  3. Amazing things are happening! 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 • Student-led conferences for EACH student in all grades (pk-5) two times a year on the half-days for conferences. • Principal

  4. What we will share with others! 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 It's all about the students and we want every student to be successful upon leaving Baltimore City schools. PreK Teacher Team analysis of PARCC questions focused on how to infuse the skills within daily instruction. Assistant Principal

  5. 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

  6. Day 1- What we heard

  7. 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

  8. The MCCRS Shifts Build Toward College and Career Readiness for All Students

  9. MCCRS Standards Progression

  10. Priorities in Mathematics

  11. Required Fluencies in K-6

  12. 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.

  13. Connecting Standards to an Evidenced-Based Inquiry Process Evidence Inquiry Process ILTs Standards Assessing Student Learning Teacher Teams Instruction

  14. Acquiring Meaningful Data While the conversations around data provide meaning, in order to fully understand the outcomes we must understand the assessment.

  15. Assessing Student Learning Pre-assessment Ongoing End of Year

  16. Maryland Assessment TransitionsGrades 3-8 SY 2013-2014 SY 2014-2015 MSA Reading PARCC ELA MSA Math PARCC Math MSA Science (5th and 8th) MSA Science (5th and 8th) PARCC Field Test Selected Classrooms

  17. Maryland Assessment TransitionsGrades 9-11 SY 2013-2014 SY 2014-2015 HSA Algebra PARCC Algebra I HSA English 10 PARCC English II HSA Government HSA Government HSA Biology HSA Biology PARCC Field Test Selected Classrooms PARCC Algebra II

  18. Two Phases of PARCC Transition

  19. Phase I: SY 13-14 Field Test

  20. Field Test Highlights 5,300 students at 136 schools PARCC ELA 3-8 PARCC Math 3-8 2,200 students at 47 schools PARCC Geometry PARCC Algebra II PARCC English 9 PARCC English 11

  21. 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

  22. 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.

  23. Just One Part of the Picture Evidence Inquiry Process ILTs Standards Assessing Student Learning Teacher Teams Instruction

  24. 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 practice • Conduct a root cause analysis • Begin to identify strategies to solve the problem identified

  25. If I were given one hour to save the planet, I would spend 59 minutes defining the problem and one minute resolving it.Albert Einstein BOSTON PUBLIC SCHOOLS Academics Using Data to Identify Instructional Problems What is happening? Use data (multiple sources- quantitative and qualitative) to identify the problem Why is this happening? Conduct a root cause analysis

  26. 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

  27. 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 fast • An early problem of 1 or 2 things becomes a later problem of 5 or 6 things Example: reading problem  motivation engagement

  28. 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. 15

  29. 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

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