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Deena Abu-Lughod 1
Children First Intensive
Instructional Coherence:Sustaining Gains Through
Inquiry
CFN 6Frankie and Johnnie’s, September 17, 2009
Bob Cohen, NL; Deena Abu-Lughod, SATIF
Vivian Alicea-Concepcion, Brandon Alvarez, Germaine Behagan, Dr. Jo Ann Benoit, Deirdre Burke, Freddie Capshaw, Alan Godlewicz, Katherine Marshall-Polite, John
O’Neill, Nairobi Pena, John Strachan, Mary Ann Vance,
Deena Abu-Lughod 2
Agenda
8:30 Welcome!
8:45 Reflection Connection – Freddie, Kathy
9:10 Closing the Gap and Chancellor’s Priorities - Deena
9:15 Sustaining Improvement: Highlights of the Quality Review - Team
10:30 Gallery Walk and Break
10:45 Debrief and Next Steps – Jo Ann
11:15 ARIS Parent Link, ELA Best Practice Conference - Deena
11:30 Sponsor Presentation
12:00 Lunch
1:00 Principals: Legal IssuesInquiry Specialists: Online Resources
Deena Abu-Lughod 3
Reflection Connection
1. Walk silently; in silence, move from person to person, greeting them silently and exchanging your playing card.
2. When you hear the chime, search the room for someone holding the same number/face card as your own. Stand back to back.
3. Listen to the question. Face your partner, and respond. Say as much or as little as you like.
4. Respond to the second question. Say as much or as little as you like.
5. Repeat Steps 1-4
6. Debrief
Deena Abu-Lughod 4
Honoring our own achievements!
8 schools were in the top 20% of all elementary/middle schools, based on the Progress Report; 20 out of 22 schools received A’s:
>9x004 – ranked 11th in the city>9x109>9x145>9x230>10x020>10x086 – ranked 20th in the city>10x340>10x360
Deena Abu-Lughod 5
43.9
91.484.9 85.5
7780.8 81.8
52.7
75.370.9
61.3
38.9
57
71.3
44.2
69.4 68.974.7 72.6 70.9 68.8
48.6
61.558.9 56.7
36.6
50.757
English Mathematics
SINCE 2006, MORE NYC STUDENTS IN EVERY GRADE LEVEL ARE MEETING STATE STANDARDS (State began testing all of grades 3-8 in 2006)
Percent of Students Meeting or Exceeding State Standards (Scoring at Levels 3 & 4)
06 09 06 09 06 09 06 09 06 09 06 09 06 09 06 09 06 09 06 09 06 09 06 09 06 09 06 09
3rd Grade
4th Grade
5th Grade
6th Grade
7th Grade
8th Grade
Grades 3-8
3rd Grade
4th Grade
5th Grade
6th Grade
7th Grade
8th Grade
Grades 3-8
Largest Gains in Middle Grades
6th 7th 8th
Up 49% Up 60% Up 56%
Largest Gains in Middle Grades
6th 7th 8th
Up 46% Up 84% Up 83%
Deena Abu-Lughod 6
99 00 01 02 03 04 05 06 07 08 09
AFTER MAKING LITTLE PROGRESS BEFORE 2002, NYC STUDENTSHAVE BEEN CLOSING THE GAP WITH THE REST OF THE STATE SINCE 2002(NYC is 73% Black/ Hispanic, 84% low income; Rest of State is 23% Black/ Hispanic, 31% low income*)
22.5 23.3
19.817.5
19.517.4
23.2
17.819.5
18.5 19.2
27.2
20.2
15.513.6
26.2
21.6 22.5
2522.8
27.1
23
24.4
9.1
6.4
3.6
10.9
29.627.2 27.5
11.6
15.918.2
23.5
18.6
15.1
12.3
18.6 18.416.7
25.625.626.7
14.8
99 00 01 02 03 04 05 06 07 08 09
4th Grade English
8th Grade English
4th Grade Mathematics
8th Grade Mathematics
Gap Between NYC & Rest of State in Percent of Students Meeting or Exceeding State Standards
Gap Reduction 02-09: 48%
Gap Reduction 99-02: 8%
Gap Reduction 02-09: 85%
Gap Reduction 99-02: 10%
Gap Reduction 02-09: 22%
Gap Increase 99-02: 15%
Gap Reduction 02-09: 50%
Gap Increase 99-02: 19%
99 00 01 02 03 04 05 06 07 08 09
Rest of State = NY State minus NYC. * Percent of students in grades 3-8 that took the NY State mathematics test in 2008.
99 00 01 02 03 04 05 06 07 08 09
Deena Abu-Lughod 7
4744
4745 44
46
51 50 5148 48 48
50 50 50 51 5153 54
5860
62
46.549.1
52.856.4
66
1986 1988 1990 1992 1994 1996 1998 2000 2002 2004 2006 2008
After Remaining Nearly Flat for 16 Years, NYC’s Graduation Rate has Increased by 29% Since
2002Percent of Students in a Cohort Graduating from High
School in 4 Years
Class of
Note: NYC traditional calculation includes Local and Regents Diplomas, GEDs, Special Education diplomas, and August graduates. It does not include disabled students in self-contained classrooms or District 75 students. The NYS calculation, used since 2005, includes Local and Regents Diplomas and all disabled students. It does not include GEDs and Special Education diplomas.
1992-2002+ 0%
2005-2008City Method:
+ 14%
State Method: + 21%
1986-1992 + 9%
2002-2008 + 29%
NYC Calculation Method NY State Calculation Method
60.7
NYC CALCULATION METHOD (includes August Graduates, Local and Regents Diplomas, GEDs, and Special Education diplomas)
Deena Abu-Lughod 8
Chancellor’s Goals and Priorities
Goal 1: Achieve student performance gains
Goal 2: Embed the Children First reforms with a focus on sustainability
* * * * * * * * *
Priority 1: Strengthen accountability and achievement tools for principals and educators, by expanding the inquiry approach and adoption of ARIS in all schools, including knowledge management, both vertical and horizontal.
Deena Abu-Lughod 9
Children First Intensive (CFI) Priorities
Priority 1: Build school, network and SSO capacity to enable 90% of teachers to be engaged in inquiry with the goal of increasing student achievement.
Priority 4: Promote knowledge building and sharing for inquiry teams through Inquiry Spaces, ARIS Connect more generally, and engagement with other tools/activities.
Priority 5: Use the inquiry model to support distributed leadership and create a leadership pipeline at every level of the organization.
Deena Abu-Lughod 10
90% of teachers citywide engaged in data-driven, research-based collaborative inquiry leads to…
1,500 Great Schools
… increased leadership, empowerment and accountability in 80,000 classrooms
Improves student outcomes
Helps to develop and deepen rigorous, research-based
instructional strategies and frameworks
Builds teacher instructional and school leadership capacity; raises
retention of talented
educators
CFI Priority: Build school, network, and SSO capacity to enable 90% of teachers to be engaged in inquiry with the goal of increasing student achievement
Creating great schools starts from a vision of expanding meaningful collaborative inquiry in every school
Deena Abu-Lughod 11
Building Coherence: Levers for School Improvement
Curriculum: what are the academic tasks (content, knowledge, skills) that we ask students to do?
Teacher pedagogy: How do teachers support student learning?
Assessment/data: How do we know students are learning?
Collaborative inquiry: How do adults learn and improve their practice?
Structure: How do we use time, space, and other resources to enable student learning?
Deena Abu-Lughod 12
The Revised Quality Review Increases level of rigor in
evaluating school quality
Promotes organizational and instructional coherence
Increases focus on teacher teams engaged in collaborative inquiry practice
Clarifies language and relevance to practice and research
Reduces inadvertent paperwork burden
Improves inter-rater reliability
QS2
Monitor and
revise
Instructional
coherence Gather and analyze data
Plan and set goals
Align capacity building
QS1
QS3
QS4
QS5
Deena Abu-Lughod 13
Collaborative Inquiry supports coherence at the classroom, team and school levels
Monitor and
revise
Instructional
coherence Gather and analyze data
Plan and set goals
Align capacity
building
> Classroom coherence: inquiry creates aligned curriculum, pedagogy and assessments for every student
> Team coherence: teams use a similar approach to inquiry with a focus on specific student cohorts they teach
> School coherence: decisions are made as a result of what teacher teams are learning
> Appropriate strategies are identified and monitored to help build capacity and ensure the use of rigorous curricula, instructional techniques and assessments
> In the revision process, teams discuss outcomes and strategies, and share knowledge
The inquiry process is aligned
to the Quality Review
statements
Deena Abu-Lughod 14
Scrutinizing the Quality Review Rubric
Goals: > Identify differences in Quality Review Rubric across
Proficient and Well-Developed practice> Acclimate to what’s new in rubric
Take your playing card, find the corresponding table, and examine your table’s task.
• Select a reporter• Complete the assigned task on chart paper
Deena Abu-Lughod
Quality Review Table Tasks and Facilitators
Aces: Quality Statement 1
Two: Quality Statement 2
Three: Quality Statement 3
Four: Quality Statement 4
Five: Quality Statement 5
Six: Teacher teams/teams of teachers
Seven: Structured professional collaboration/inquiry
Eight: Goal setting/goals
Nine: TBD
15
Deena Abu-Lughod 16
Gallery Walk and Break
Walk around alone or with partner and discuss; write clarifying questions on stickies and post them next to language you are confused about.
When you return from the break, please return to your original table and school team.
Deena Abu-Lughod
Quality Review Debrief
1. Think/write for a minute about the implications of these changes for practices in your school.
2. As a school team, select ONE subcriteria (from any Quality Review statement) on which you would like to move your school’s practice from UPF to Proficient or Proficient to Well Developed. Specify what you would need to do to be considered Well Developed on that subcriteria. Consider that a goal for the year.
3. Share out.
17
Deena Abu-Lughod
What is Inquiry?
Inquiry is a sustained process of investigation and action that empowers teachers to improve student achievement and close the achievement gap.
Inquiry is:
• Focused on student outcomes, using a systematic, data-informed approach.
• Conducted by teams of teachers with a focus on small groups of students, paying close attention to those who are struggling while supporting the learning of all students.
• Designed to develop and deepen rigorous, research-based instructional strategies and frameworks.
18
Deena Abu-Lughod
What is Inquiry?
To do this work, teachers need time together to:
• Review data: student work, teacher work and data found in ARIS.
• Engage in goal setting with students and/or their parents.
• Decide on instructional change strategies for the regular school day and extended time instruction.
• Monitor the impact of the changes on student learning.
• Revise practices and promote classroom and school change based on results.
19
Deena Abu-Lughod 20
ARIS Parent Link: 60% of Parents Will Create Accounts
CFI Priority: Actively engage parents in student learning through ARIS Parent Link
Usage to date• Since ARIS Parent Link launched to all parents last May, over 150,000 permanent
passwords have been setGoals for Adoption
• FY 10: At least 60% of accounts (≈570,000) • FY 11: At least 90% of ARIS Parent Link accounts (≈860,000)Resources• All resources and training materials are available within ARIS Connect in the ARIS
Parent Link Information and Resources community: https://www.arisnyc.org/connect/node/365078/community/resources
• Email [email protected]**
• Call (212) 374-6646**
** Please note: These resources are for DOE employees ONLY. They cannot support the potential volume of requests from parents. All parents should work with the parent coordinator at their child’s school for support.
Deena Abu-Lughod 21
ARIS Parent Link: New for Fall
• Parent contact information• Student biographical information• Links to school’s Progress Report, Quality Review, Learning
Environment Survey, and State Report Card• Walkthroughs to answer the questions:
▪ How can I choose a school for my child?▪ How is my child’s school doing?
• E-PAL and NYSESLAT scores and walkthroughs• Transcripts of Mayor’s message in all languages• Current class assignments (beginning Sept. 9th)
Parent-Teacher Conferences• Critical opportunity to improve the quality of parent-teacher
relationships to drive better student outcomes• Encourage each of your schools to have parents log in to ARIS
Parent Link before going to their child’s Parent-Teacher Conference• Ensure that parents in your schools have access to the resources
they need to log in to ARIS Parent Link
Deena Abu-Lughod
ELA and Math Best Practices Conferences
October 22: ELA December 9: Mathematics
Use the ELA Average Gains by Grade and Incoming Performance Level or the NYSESLAT Passing Rates handouts to identify a grade where your ELA gains, especially for 3s + 4s, were especially high, or where your NYSESLAT Passing Rate was especially high. Use the Average Scores for Multiple Choice and Constructed Response to identify high performing classrooms.
Work with the relevant staff to identify the best practice/strategy that contributed to your success. Prepare a 10-15 minute presentation for the conference. Enter information on the ARIS wikispace.
22
Deena Abu-Lughod 23
Upcoming Technical Support SessionsSupplemental Session: Wednesday, September 30 ARIS Reports
• 1-3 pm, Room 820 (Computer Lab), 1 Fordham Plaza
• RSVP REQUIRED: Limited enrollment. No laptops or downloads needed.
Supplemental Session: Wednesday, October 7: Using Student-Level Progress Report Data (a.m.); Using State Item Data (p.m.)
• 8:30-11:00; 12:00-2:00 pm, Room 76, 1230 Zerega Avenue
• RSVP REQUIRED: Bring Laptop and Progress Report Data from ARIS Reports and/or Item Data from ARIS Connect (your school’s Private community).
• Periodic Assessment Training on PD Web site:
http://schools.nyc.gov/Accountability/ResourcesforEducators/PeriodicAssessments/
Periodic+Assessment+Professional+Development.htm
Deena Abu-Lughod
Evaluation
Please complete the evaluation form and submit to a team member.
Note that the team will be sending all Inquiry Specialists an online survey that will help the team shape future agendas around our learning needs. Our needs may relate to improving the quality of the Inquiry work we already do, or leadership skills for extending and embedding inquiry work throughout our schools.
24
Deena Abu-Lughod 25
A Word From Our Sponsor
Thank you Sussman Sales
Represented by
Arnie Zeitlin!
Deena Abu-Lughod
Preparing to Look at Data
Before looking at any data, surface your assumptions, expectations and predictions.
Answer the following questions regarding the ELA:
In what grades did my school make the greatest ELA gains for Level 1+2 students?
In what grades did my school make the greatest ELA gains for Level 3+4 students?
Think of grade 4, 6 or 8. Relative to other network schools, did my school do best on the multiple choice, listening, reading or writing component?
Did my school’s NYSESLAT passing rate exceed that of most other schools in the network?
26
Deena Abu-Lughod
2009 ELA and 2007-2009 NYSESLAT Data
In your packets, you will find 3 data items to support you in deciding what to present at the October 22 Conference:
1) The average ELA gains by grade and incoming performance level. This will help you see in which grades and amongst which students your school excelled, relative to other network schools.
2) The average ELA scores for multiple choice, listening, reading and writing mechanics for each classroom in Grade 4, 6 and 8.
3) The distribution of students on the NYSESLAT from 2007-1009, by beginning, intermediate, advanced and passing levels.
27
Deena Abu-Lughod
How might these resources best be used?
Take 5 minutes to examine your own school’s ELA data and jot down some notes:
Here’s What (what do you see?):
So What (what are the implications?):
Now What (what will you do?)
28
Deena Abu-Lughod 29
Online Resources: Quick and Almost Green!
Mathematics: http://schools.nyc.gov/Academics/Mathematics/EducatorResources/default.htm
Item Analysis from 2008 and 2009 plus test questions: http://schools.nyc.gov/Academics/Mathematics/EducatorResources/Item+Analyses.htm
Science: http://schools.nyc.gov/NR/exeres/37B9B951-BE5B-432F-868F-EF45F72704BC.htm
Grade 4 and 8 Item Analysis from 2006-2008 plus test questions: http://schools.nyc.gov/Academics/Science/EducatorResources/Science+Test+Data.htm
Deena Abu-Lughod
What the Item Analyses Look Like
30
Deena Abu-Lughod 31
Look for Items Where Gap Was Widest
Deena Abu-Lughod
Examine the Items: Great Format!
32
Deena Abu-Lughod 33
Online Resources
Jo Ann
Deena Abu-Lughod 34
Changes in Periodic Assessment 2009-10 Plan
• Grades K–3: Only the E-PAL administration dates will move (from May to January 11–25).
• Grades 3–8: Changes to Acuity Predictive and Instructionally Targeted Assessment (ITA) windows (schools will not need to select new Periodic Assessments for 2009–10; Acuity orders will be automatically updated with new windows)
• High School: no changes
• Design Your Own (DYO): Schools are encouraged to adjust their plans, though not required to submit revised proposals.
Deena Abu-Lughod 35
Changes to the 2009 10 38 Test Schedule
2009-10 (Previous) 2009-10 (Revised)
September
October Acuity Predictive (ELA)
November Acuity ITA 1 Acuity ITA 1
December Acuity Predictive (Math)
January ELA State Test Acuity Predictives
February
March Math State Test Acuity ITA 2
April Acuity ITA 2 ELA State Test
May Acuity ITA 3 (optional) Math State Test
June Acuity Predictives (ELA & Math)
Deena Abu-Lughod 36
Assessment data available for inquiry work
Schools won’t have October ELA Predictive results this year, but can use results from several other assessments this fall.
• 2009 New York State Test item and skill matrix reports for grades 3–8 are in each school's private community in ARIS; will be updated for 2009-10 rosters in late Sept.
• Results of students’ June Acuity Predictive assessments are reported in ARIS and the Acuity Web site (under Prior Year Reports):
• Results include % correct and scaled score (not predicted levels)
• Performance Series online assessments can be used as diagnostic assessments for students at the start of the year.
• Schools can use the Acuity Item Bank to create diagnostic assessments.
• Assessments can include educator-created items (item authoring tool).
• Acuity Instructional Resources can reinforce instructional support in areas of weakness identified by any of the above data sources.
Deena Abu-Lughod 37
New State Test Item & Skill Matrix Reports
Performance Indicator, question number and type, and answer choice distribution
Correct answers are highlighted in green
Performance level, scaled score, proficiency rating, and SPI
Deena Abu-Lughod 38
Suggested Learning Objectives from Performance Series Online Assessments
Skills Attained are all listed to provide motivation for what has been accomplished.
State-aligned objectives are listed, in order of difficulty, to assist in IEP planning. The first listed skill is closest to the student’s true ability
Skills Attained are listed to show what students have already accomplished
State-aligned objectives are listed in order of difficulty. The first listed skill is closest to the student’s current ability.
Instructional resources are available for each of the suggested learning objectives