Towards a Common Goal: Preparing ALL students to make meaningful contributions to the world

Minority Student Achievement Advisory CommitteeOctober 21, 2015

Agenda

• Review of data shared between LCPS and MSAAC over the past three years

• Review of strategies for addressing achievement gaps

• Summary of progress and areas for improvement based on the results

• Next steps for continuing the partnership between LCPS and MSAAC

HIGH EXPECTATIONS FOR ALL STUDENTS THROUGH ACCESS TO RIGOROUS COURSEWORK

Research on Student AchievementSchool-Level

Factors Rank Marzano Scheerens and Bosker Simmons Levine and

Lezotte Edmonds

Guaranteed and Viable

Curriculum1

Opportunity to Learn Content Coverage Concentration

on Teaching and Learning

Focus on Central Learning Skills

Emphasis on Basic Skill AcquisitionTime Time

Challenging Goals and Effective Feedback

2

Monitoring Monitoring High Expectations

High Expectations and Requirements

High Expectations for Student

Success

Pressure to Achieve Pressure to Achieve

Monitoring Progress

Appropriate Monitoring

Frequent Monitoring of

Student Progress

Parental and Community Involvement

3 Parental Involvement Parental Involvement

Home-School Partnership

Salient Parental Involvement

Safe and Orderly

Environment4 School Climate School Climate

A Learning Environment

Productive Climate and

Culture

Safe and Orderly

Atmosphere Conducive to

Learning

Positive Reinforcement

Pupil Rights and Expectations

Collegiality and Professionalism 5

Leadership Leadership Professional Leadership Strong Leadership

Strong Administrative

LeadershipCooperation Cooperation A Learning Organization

Practice-Oriented Staff Development

Importance of High Expectations

• Research shows the importance of having high expectations for all students.

• High expectations can be displayed through:– Rigorous and challenging instruction;– Requirements for high quality of student work;– General course requirements; and– Participation in advanced courses.

Course Requirements

• General course requirements for graduation are used to prepare students for college or careers.

• Students who participate in advanced courses must be prepared for higher levels of rigor and expectations.

• Advanced courses are not required for but are related to success in college.

Equality vs. Equity

• Access to advanced courses is important for all students.

• Equality focuses on treating each person in the same way.

• Equity focuses on giving each person what he/she needs to succeed.

• Equity may require providing some people with more support/resources than others.

% of Students Taking AP/Honors Courses in High School

Asian

Black

Hispanic

Multi-Racial

Native American

Pacific I

slander

White

Total0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

79%

53% 53%

72%

57%

75% 78%72%

Research

• Spotlight on Success: Strategies for Equity and Access, College Board 2012:– The Role of Peers– Starting College in

High School– Early Algebra– Parent Engagement

– Invigorating Learning– Making the

Commitment – Strategic Planning in

High School– The Role of

Counselors– AP for All

HIGH ACHIEVEMENT FOR ALL STUDENTS THROUGH SCHOOL IMPROVEMENT PLANNING

Accountability Year 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018

Assessment Year 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017

All Students 85 66 69 72 78 78Proficiency Gap

Group 1 76 52 59 65 72

78

Proficiency Gap Group 2 (Black

Students)76 49 57 64 71

Proficiency Gap Group 3 (Hispanic

Students)80 53 60 66 72

Students with Disabilities 59 30 42 54 66

LEP Students 76 44 52 61 69Economically

Disadvantaged Students

76 52 59 65 72

White Students 90 74 75 76 77

Asian Students 92 80 Continuous progress

Reading AMOs

Accountability Year 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018

Assessment Year 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017

All Students 61 64 66 68 70 73Proficiency Gap

Group 1 47 52 57 63 68

73

Proficiency Gap Group 2 (Black

Students)45 51 56 62 67

Proficiency Gap Group 3 (Hispanic

Students)52 56 60 65 69

Students with Disabilities 33 41 49 57 65

LEP Students 39 46 53 59 66Economically

Disadvantaged Students

47 52 57 63 68

White Students 68 69 70 71 72

Asian Students 82 Continuous progress

Math AMOs

Indicators of Effective Practice-Required (ES and MS)

Targeted Interventions

TA01 The school uses an identification process (including ongoing conversations with instructional leadership teams and data points to be used) for all students at risk of failing or in need of targeted interventions.

TA02

The school uses a tiered, differentiated intervention process to assign research-based interventions aligned with the individual needs of identified students (the process includes a description of how interventions are selected and assigned to students as well as the frequency and duration of interventions for Tier 2 and Tier 3 students).

TA03

The school uses a monitoring process (including a multidisciplinary team that meets regularly to review student intervention outcome data and identifies “triggers” and next steps for unsuccessful interventions) for targeted intervention students to ensure fidelity and effectiveness.

Indicators of Effective Practice-Areas for Self Assessment (ES and MS)

The following indicators must be assessed by all schools (two must be chosen for implementation)

IE08 The principal spends at least 50% of his/her time working directly with teachers to improve instruction, including classroom observations.

IF08 Professional development for the whole faculty includes assessment of strengths and areas in need of improvement from classroom observations of indicators of effective teaching.

ID10 The school’s Leadership Team regularly looks at school performance data and aggregated classroom observation data and uses that data to make decisions about school improvement and professional development needs.

IID11 Instructional Teams review the results of unit pre-/post-tests to make decisions about the curriculum and instructional plans and to "red flag" students in need of intervention (both students in need of tutoring or extra help and students needing enhanced learning opportunities because of their early mastery of objectives).

VA10 Teachers create effective classroom discussions, questions, and learning tasks that elicit evidence of learning. These include strategies for gathering information such as on-the-fly, planned, and curriculum embedded assessments.

VC01 Teachers use evidence of student learning as feedback to adapt and differentiate instruction to meet the needs of the different students.

VC02 Teachers use feedback to respond quickly to students’ learning needs. This includes on the spot changes during a lesson (when it is obvious students are not understanding), as well as anticipating where students might struggle and planning ahead to address those needs.

CLOSING THE ACHIEVEMENT GAP THROUGH PARENT AND TEACHER PRACTICE

The Achievement Gap

• The “achievement gap” in education refers to the disparity in academic performance between groups of students.

• The achievement gap shows up in grades, standardized-test scores, course selection, dropout rates, and college-completion rates, among other success measures.

(Education Week: July 7, 2011)

Closing the Achievement Gap: Taking Action

• John Hattie summarized research across hundreds of studies over the last few decades.

• Student factors related to achievement:– Motivation– Concentration, persistence and engagement

• Parent factors related to achievement:– Parent involvement (aspiration, supportive parenting,

high expectations and teaching literacy skills were far more important than rewards, monitoring homework and restrictions for bad grades)

Effective Teachers-What the Research Says

• Teacher credibility (know the difference between “surface” and “deep” content and learning)

• Classroom discussion (climate of trust where mistakes are part of learning)

• Teacher clarity (clear expectations/criteria for success in the class for students)

• Feedback (inform students of how well they are learning by skill and understanding)

Effective Teachers-What the Research Says

• Teacher-student relationships (care, trust, cooperation, respect, team skills)

• Classroom behavior (learning is cool; trust between teacher-student and student-student)

• Teaching strategies (connect new knowledge to prior knowledge; integrate knowledge)

• Not labelling students (all students can reach the success criteria)

HOW MUCH PROGRESS HAVE WE MADE?

Mission

Empowering all students to make meaningful contributions to the

world.

Strategic Goals

1. Develop knowledgeable critical thinkers, communicators, collaborators, creators, and contributors.

2. Cultivate a high-performing team of professional focused on our mission and goals.

3. Deliver effective and efficient support for student success.

23

Benchmarking Performance

Reading Social Science Math Science

83

92

79

8984

91

818887

9285

89

Percentage Proficient for All Students 2013-2015

% of students reaching proficient 2012-13 % of students reaching proficient 2013-14% of students reaching proficient 2014-15

Progress on Warning Sign

24

Benchmarking Performance

Reading Social Science Math Science

47

72

53

62

51

68

58 606370 68

56

Percentage Proficient for LEP Students 2013-2015

% of students reaching proficient 2012-13 % of students reaching proficient 2013-14% of students reaching proficient 2014-15

Progress on Warn-ing Sign

+16+15

25

Benchmarking Performance

Reading Social Science Math Science

50

72

48

66

54

70

50

6356

72

5864

Percentage Proficient for Students with IEP 2013-2015

% of students reaching proficient 2012-13 % of students reaching proficient 2013-14% of students reaching proficient 2014-15

+10

26

Benchmarking Performance

Reading Social Science Math Science

59

76

56

6962

73

596868

7668 68

Percentage Proficient for Economically Disadvantaged Students 2013-2015

% of students reaching proficient 2012-13 % of students reaching proficient 2013-14% of students reaching proficient 2014-15

+12

Benchmarking Performance

Reading Social Science Math Science

68

84

61

7670

81

63

7475

84

7178

Percentage Proficient for African American Students 2013-2015

% of students reaching proficient 2012-13 % of students reaching proficient 2013-14% of students reaching proficient 2014-15

+10

Benchmarking Performance

Reading Social Science Math Science

65

81

61

7567

78

64

747380

72 73

Percentage Proficient for Hispanic Students 2013-2015

% of students reaching proficient 2012-13 % of students reaching proficient 2013-14% of students reaching proficient 2014-15

+11

29

Benchmarking Against Other Divisions

Reading Social Science Math Science

87

92

85

89

85

90

8385

81

89

80

8383

88

8485

79

86

79

82

Percentage Proficient Across Content Areas Across District 2015-All Students

Loudoun Fairfax Prince William Virginia Beach State

Benchmarking-Graduation

Subgroup State % Graduated LCPS % Graduated

All Students 90.5 95.6Female 92.5 96.4Male 88.5 94.8Black 86.2 95.4Hispanic 84.0 86.4White 92.9 98.0Asian 95.7 96.4American Indian 87.8 90.0Two or more races 92.5 97.5Students with Disabilities 88.4 95.2Economically Disadvantaged 85 87.4Limited English Proficient 68 66.8Homeless 74.9 81.6

31

National Benchmarking

Reading Writing Math Combined Scores

543 528 541

1612

514 494 513

1521

489 494 498

1481

Performance on SAT 2015

Average scores on SAT 2015 Loudoun Average scores on SAT 2015 VAAverage scores on SAT 2015 US

Summary of Results

• In LCPS, 85-90% of students are proficient in the core content areas.

• Over 95% of LCPS students graduate within six years of entering the 9th grade.

• Many schools meet all AMOs. Most other schools meet all but one or two AMOs.

• Almost all schools are accredited.

Summary of Results

Bright Spots• Increases in Reading and

Math for all student groups.

• Significant gains in Reading and Math for ELLs. Matching or outperforming the state averages.

• Gains for schools in improvement status.

Areas for Growth• No growth in Social

Science and Science.• Increase in schools not

meeting AMO.• Grade 8 Math.• Continue to close the

opportunity gaps for ELL and Black and Hispanic students.

Next Steps

• LCPS will support and monitor the implementation and impact of One to the World, Project-Based Learning and Bring Your Own Technology for all students.

• LCPS is developing a strategic plan with action steps to address our gaps for discipline and academic achievement for Black and Hispanic students, ELL students and students with IEPs.

Questions