Now that we are all in detention, what next? AYP Rollout, 8_8_14

1. Now that we are all in detention, what next? AYP Rollout, 8_8_14

2. What is our purpose?

3. In 1950, 60% of jobs nationally were classified as unskilled, attainable by young people with high school diplomas or less.

4. In 1950, 60% of jobs nationally were classified as unskilled, attainable by young people with high school diplomas or less. Today, 20% of jobs are considered “unskilled”.

5. How are VT schools doing? • Vermont ranked 7th in the world in eighth-grade mathematics and 4th in science in a study comparing the performance of US states to the 47 countries that participated in the most recent Trends in International Mathematics and Science Study.

6. How are VT schools doing? • Vermont ranked 7th in the world in eighth-grade mathematics and 4th in science in a study comparing the performance of US states to the 47 countries that participated in the most recent Trends in International Mathematics and Science Study. • On the National Assessment of Education Progress, Vermont consistently ranks at the highest levels.

7. How are VT schools doing? • Vermont ranked 7th in the world in eighth-grade mathematics and 4th in science in a study comparing the performance of US states to the 47 countries that participated in the most recent Trends in International Mathematics and Science Study. • On the National Assessment of Education Progress, Vermont consistently ranks at the highest levels. • WalletHubanalyzed twelve different quality metrics and ranked VT’s school system third in the nation in terms school performance and outcomes.

8. How are VT schools doing? • Vermont ranked 7th in the world in eighth-grade mathematics and 4th in science in a study comparing the performance of US states to the 47 countries that participated in the most recent Trends in International Mathematics and Science Study. • On the National Assessment of Education Progress, Vermont consistently ranks at the highest levels. • WalletHubanalyzed twelve different quality metrics and ranked VT’s school system third in the nation in terms school performance and outcomes. • Under the No Child Left Behind Act (NCLB), basically all our schools are“identified” as a “low performing” under federal law.

9. “Logic” of waivers “Logic” of NCLB • “Culling the weak schools”: If we identify and sanction the low performers, we can get to 100% proficiency “Culling the weak teachers”: If we identify and sanction the low performers, we can get to 100% proficiency

10. Why doesn’t AOE support this “logic”? • If it were this easy, you would have done it already.

11. Why doesn’t AOE support this “logic”? • If it were this easy, you would have done it already. • In very small schools (and classes), estimates based on test scores may be highly unreliable.

12. If we reported the way Massachusetts reports, 80% of our schools would have some suppressed data.

13. Why doesn’t AOE support this “logic”? • If it were this easy, you would have done it already. • In very small schools, estimates based on test scores may be highly unreliable. • This narrow focus on two measures demeans other important outcomes we care about.

14. Why doesn’t AOE support this “logic”? • If it were this easy, you would have done it already. • In very small schools, estimates based on test scores may be highly unreliable. • This narrow focus on two measures demeans other important outcomes we care about. • It doesn’t account adequately for differences outside of school that make it easier or harder for students to learn at high levels.

15. Why doesn’t AOE support this “logic”? • If it were this easy, you would have done it already. • In very small schools, estimates based on test scores may be highly unreliable. • Narrative of negativity erodes public trust in schools. • Narrow focus on two measures demeans other important outcomes we care about. • It doesn’t account adequately for differences outside of school that make it easier or harder for students to learn at high levels. • When we put too much pressure on teachers to improve test scores, we may compel them to focus on improving test scores, rather than using test scores to improve learning.

16. Now we are all in detention, what is next?

17. Tip 1: Examine Equity

18. NECAP Reading Scores Poverty and Gender: To improve equity in outcomes, we need to look at the interaction of poverty and gender (and race) All = All Assessed Students MNFRL = Male Not Free/Reduced Lunch FNFRL = Female Not Free/Reduced Lunch MFRL = Male Free/Reduced Lunch FFRL = Female Free/Reduced Lunch

19. Tip 2: When you use test scores, focus on scale scores not percent proficient

20. Scaled Scores vs. Achievement Level Scores Proficient with Distinction Proficient Partially Proficient Substantially Below Proficient

21. Scaled Scores vs. Achievement Level Scores Even though Student A appears to be achieving at a higher level than Student B, both students receive EXACTLY the same Achievement Level scores Proficient with Distinction Proficient Partially Proficient Substantially Below Proficient

22. Scaled Scores vs. Achievement Level Scores Even though Student A appears to be achieving at a higher level than Student B, both students receive EXACTLY the same Achievement Level scores Proficient with Distinction Proficient Even though Student B and Student C appear to be achieving at nearly the same level, Student B receives a HIGHER Achievement Level Score than Student C Partially Proficient Substantially Below Proficient

23. Tip 3: Use Multiple Measures… • Performance assessments of proficiency • Parent, student and teacher surveys • Expansion of opportunities to learn (PK, afterschool and summer programming) • Observations of teaching • Multi-tiered systems of support for all learners? • Examination of student work

24. … and look at Multiple Outcomes • Seven outcomes in EQS • ELA • Math • Scientific inquiry • Citizenship • Physical health and wellness • Artistic expression • 21stcentury transferable skills. • Graduation rates • Post secondary attainment and satisfaction • Other

25. Tip 2: Focus on Instruction Is what we actually do with children aligned with what we say we believe and do? If not, why not?

26. Sample 1 Teacher: "Take your ruler. Put it across the top. Make a mark at every number. Then move your ruler down the bottom. Now, put it across the bottom. Now make a mark on top of every number. Now draw a line from . . ." Student: “I have a faster way…” Teacher: "No, you don't; you don't even know what I'm making yet. Do it this way, or it's wrong." (After the students had made the lines up and down and across the page, the teacher said she wanted them to make a figure by connecting some dots, measure the figure, using the scale of one inch equals one mile, and then cut it out.) Teacher: "Don't cut until I check it. Excerpted from Anyon, J. Social Class and School Knowledge.

27. Sample 2 Teacher: Remember, more than one mouse is called mice. Remember what we said the other day: it’s an irregular noun. I’m glad you gave me that one [that example] so you won’t use the wrong one. Student: Everybody was going to say that one. (pause) It wouldn’t sound right if you said mouses. Teacher: Yes, (pause) but who can give me a better reason [than how it sounds]? Remember what it’s called? Remember what we said the other day? .

28. Sample 3: Teacher: “OK, suppose I’m the manager and you ask me, and I won’t give you a raise. Then what do you do? David?” Student: “Strikes are not a good idea: the public is always affected. Students don’t learn if teachers strike. Student: “Companies don’t make profits if workers strike.” Teacher: “I’m asking you question to help you think this through, I’m not saying I’m not agreeing with you.” Student: “ It goes both ways. Take the newspaper strike. A worker may have a family he or she has to support, but without newspapers, we don’t know, as David said.” Teacher: “But what if you really feel...” Student: (cuts off the teacher) “If you really feel strongly, you should.” Students: “No. The students were hurt by the strike of the teachers. (He begins a monologue about how the teachers shouldn’t strike because it hurts the public. (The teacher finally calls on another student.)

29. The Montillation of Traxoline It is very important that you learn about traxoline. Traxoline is a new form of zionter. It is montilled in Ceristanna. The Ceristanniansgristerlate large amounts of fevon and then brachter it to quaseltraxoline. Traxoline may well be one of our most lukizedsnezlaus in the future because of our zionterlescelidge. Directions: Answer the following questions in complete sentences. Be sure to use your best handwriting. 1. What is traxoline? 2. Where is traxolinemontilled? 3. How is traxolinequaselled? 4. Why is it important to know about traxoline? (Rounds)

30. Dream big, be courageous, and do the right thing for our students!