Meeting the Challenge of 2014

1. Meeting the Challenge of 2014 Impact of the conjunctive PBgR System on PPSD Students Providence School Board Paula R. Shannon, CAO February 4, 2013

2. 2014 Graduation Requirements • Complete at least 21 courses, including:  • 4 English, 4 math, 3 science, 3 social studies • 6 others, including (2) Phys. Ed/Health, (.5)Arts, (2) World Language, (.5) Technology, & (2) Electives • Complete 2 performance-based diploma assessments • Senior exhibition (Sr. Project) • Comprehensive Course Assessments • Minimum Level 2 on NECAP • Partially proficient in Reading and Math OUR KEY CONCERN

3. 6 Major Issues—NECAP Component • Issue 1—Current Scores • Issue 2—Summer Intervention • Issue 3—Substantial Progress • Issue 4—Testing Alternatives • Issue 5—Special Education Students • Issue 6—Students Not Testing

4. Issue 1—Current Scores October 2011—Level 1 2012 Retesting Seniors

5. Issue 2—Summer Intervention Identifying Students Identified Students—Class of 2014 • RPA partnered with REL • ROC analysis using 8th grade and 11th grade NECAP scores • 8th grade scaled scores predicting score of level 1 on 11th grade NECAP identified • Cut score used to identify students at-risk for summer programming • 34% of students identified as at-risk • 43% of students in grade 10 had no data available to make a prediction as to their 2012 score • Schools made recommendations based upon knowledge of students

6. Issue 3—Substantial Progress Math Reading • 2009 to 2010—56 students (10.1%) showed substantial progress • 2010 to 2011—177 students (26.3%) showed substantial progress • 2009 to 2010—38 students (36.9%) showed substantial progress • 2010 to 2011—75 students (48.4%) showed substantial progress Most students that obtain a level 1 need to correctly answer an additional 5-8 questions to achieve a level 2. Based upon data, important to note that the majority of students scoring level 1 would not show substantial progress.

7. Issue 4—Testing Alternatives The following criteria apply to these testing alternatives: • may take one or more of the alternate tests prior to taking NECAP • those tests will only be considered for graduation after the student fails to meet NECAP proficiency for the second time. • must retake the NECAP, and is expected to make a good faith effort on both attempts. • Local assessments (like the planned PPSD end of quarter exams) cannot be used as an alternative test for purposes of this requirement. • LEAs must keep track of students’ scores and whether or not they meet the criteria for using an alternative test to replace their NECAP score. • The list of approved alternative tests will be updated on an annual basis, and LEAs may nominate tests for review and approval; RIDE will provide details on how to do this in early 2013.

8. Issue 4—Testing Alternatives

9. Issue 4—Testing Alternatives--ELLs • Exemptions • LFS and/or SIFE are exempt from the NECAP level 2 graduation requirement and will have the opportunity to demonstrate proficiency by alternate means. • ELL students not classified as LSF or SIFE and who have been in the RI public school system for less than 4 years and have low level English proficiency as demonstrated by ACCESS. • ACCESS identified as the alternative • must obtain a score of 405 overall for the 9-12 cluster, or a 397 on comprehension for the 9-12 cluster • research indicate that for the majority of ELLs to attain a score at or near proficiency, they should be scoring at least in the Expanding level of language proficiency (4.0 – 4.9) • majority of the ELLs are not scoring in the Expanding level of language proficiency,

10. Issue 5—Special Education Students • Special Education students participating in the RI Alternate Assessment Program--receive a certificate in lieu of a traditional diploma. • These students still required to take the state uniform testing (i.e., NECAP or RIAA) to assess growth and grade level expectations. • 2014 -- 18 students plus 24 students who are beyond the 12thgrade for a total of 42 students • 2015 -- 10 students plus 17 students who are beyond the 12th grade for a total of 27 students • 2016 -- 19 students plus 20 students who are beyond the 12th grade for a total of 39 students

11. Issue 6—Students Not Testing • students enrolling in the district as seniors from a non-NECAP state • non-English speaking students from another country enrolling in PPSD after the ACCESS for ELLs administration • not clear what the implications and process are for these students. • students who choose not to test

12. Previous Action Taken • PPSD engaged in a number of key initiatives since 2008 in response to the required PBGR system and BEP: • Curriculum & Instruction-- • Developed a well articulated course taking sequence in core areas • Designed and implemented core curriculum aligned to state adopted standards • Began the transition to Common Core in 2010 • Continued the development and implementation of a tiered system of intervention supports in literacy and numeracy: • Significant work accomplished at the middle school level • Literacy and numeracy interventions begun at high schools

13. Previous Action Taken • Monitoring and Assessment-- • Continued to build the comprehensive assessment system to monitor student progress • Launched a Classroom Walkthrough Protocol to gather data on curriculum and instructional delivery and discern trends and patterns • Professional Development and Support-- • Created a new system to provide district-wide aligned professional development • Implemented Common Planning Time through early release during SY09-10 and SY10-11 • Transitioned from a department head to a teacher leader structure at all secondary schools

14. Action Taken in Response to NECAP Requirement • Convened Principals • 5/1—Shared Impact of NECAP requirement • 5/7—Day Long Action Planning Session • 5/14—Follow-Up to 5/7 • Summer Accelerated Learning Academy • RPA identified students at-risk • T&L partnered w/NAEP to develop curriculum • Reading Plus secured • RIDE Virtual Math Modules utilized • PPT and talking points developed for leaders • Graduation information materials revised

15. Summer Accelerated Learning Academies

16. Challenges • The following challenges persist: • Teaching quality must be significantly improved • Implementation of sound pedagogical practices and approaches shared through PD. • Use of formative assessment practice • Lack of ample amounts of Common Planning Time • Lack of sufficient technology and robust wifi • Significantly hampers our ability to deliver engaging instruction • Reduces access to intervention programming options • Decreases ability to implement all aspects of current programs • 6 period day schedule • Impedes access to literacy and numeracy interventions concurrently • Impedes access to core instruction when assigned an intervention • Incorporating robust literacy instruction into all content areas • Flexible scheduling across the year • Student attendance

17. Next Steps Immediate Longer Term • Progress Plan/Personal Grad Plan • Design Plan • Outline Process • Create student and parent engagement strategy and accountability plan for implementation • Review programming and resources planned to support intervention needs • Develop communications plan and documents, specifically for parents and students • Address ELL concerns w/RIDE • Define college and career readiness as a district • Revise graduation policy • Move from credits to courses • Develop appeals process • Create student centric, blended learning environments • Bolster virtual credit recovery • Maximize use of digital curriculum resources • Maintain digital Personal Grad Plans/ILPs and On Track to Graduate System housed on a web-based system • Expand intervention programming particularly within blended context