Day 2 Presentations

1. Day 2 Presentations STF Institute October 3rd, 2012

2. Announcements • Shuttle van • Website: www.tdschools.org/stf2012 • Password: Superman • Reflections

3. Curriculum Scavenger Hunt • One point per question • Pick a reporter/recorder • 20 seconds to agree on an answer and write it on your paper • Select a number 1-37 • 5 question initial round • 4 question final round

4. Materials Danny Jones

5. Approaching data at a TDS School Outcome Data Implementation Data STP Intervention trackers Coaches feedback Facilitator feedback Teacher feedback SVRs TDS Team meetings • Graduation Rate • AYP • Diagnostic tests • Achievement data • Attendance • Behavior • Course Performance • Climate Surveys

6. What data do we look at and why? • Find a person with different data, explain what your chart says and then discuss “Why does it matter and what should we do about it?” • Attendance • Behavior • Course Performance • Resiliency • Diagnostic data

7. From Fast Facts www.mdrc.org

8. Freshman Grades matter Virtually all students with a “B” avg. or higher graduate in 4 years Prediction is less certain among students with D+, C- , C Virtually all students with less than a “D” avg. fail to graduate *Consortium for Chicago School Research (CCSR)

9. BEHAVIOR: Sixth graders withpoor behavior (earning an unsatisfactory final behavior mark) have a 1 in 4 chance of making it to the 12th g. on time • Only 17% graduate on time or within one extra year

10. Approaching data at a TDS School Outcome Data Implementation Data STP Intervention trackers Coaches feedback Facilitator feedback Teacher feedback SVRs TDS Team meetings • Graduation Rate • AYP • Diagnostic tests • Achievement data • Attendance • Behavior • Course Performance • Climate Surveys

11. How did I end up with this grade? Report Card Grade Tests, quizzes, homework, classwork, projects, attendance, etc.

12. Pillar II The Blueprint, the Common Core, and providing feedback

14. Curriculum, Instruction, Professional Development Curricula Developed by JHU Standards – How did we get where we are? Assessment – Standards or the Bell Curve Instruction – Blueprint and More Professional Development The Players Communication – A Plan for All the Players

15. If “standards” are the constant time and approach are the variables.

16. Extended Learning Time • TD Schools restructure the use of instructional time during the school day in order to improve outcomes for struggling learners, particularly in math and reading • Middle Grades have extended classes • At a minimum for ELA and Math • High School Operates on a 4x4 block schedule that uses 80-90 minute periods

17. Extended Learning Time – High School

18. Talent Development High School Curricula

19. Hakim’s Story of Science Evidenced Based Curricula based on District District Program Support District Program Support Savvy Readers’ Lab TD Writing Program Mastering the Middle Grades Student Team Literature Hakim’s History of US High Five As & Bs Climate Program Talent Development Middle Grades Curriculum ELA Math Science Social Studies Climate & Character CATAMA Math Acceleration Lab

20. Common Core State Standards

21. Block Party • Select a quote from your table • By yourself: What do you think this quote means for classroom practice? • How does it impact your work? • Eye contact partners. • Share your quote and response to the quote. • Switch roles.

24. One in four of all high school graduates who took the ACT exams met all four of the 2010 college readiness benchmarks for English, reading, mathematics and science (ACT,2010)

25. Partnership for Assessment of Readiness for College and Careers (PARCC)

26. PARCC’s Fundamental Advance PARCC is designed to reward quality instruction aligned to the Standards, so the assessment is worthy of preparation rather than a distraction from good work.

29. PARCC’s Core Commitments to ELA/Literacy Assessment Quality • Texts Worth Reading: The assessments will use authentic texts worthy of study instead of artificially produced or commissioned passages.  • Questions Worth Answering: Sequences of questions that draw students into deeper encounters with texts will be the norm (as in an excellent classroom), rather than sets of random questions of varying quality. • Better Standards Demand Better Questions: Instead of reusing existing items, PARCC will develop custom items to the Standards. • Fidelity to the Standards (now in Teachers’ hands): PARCC evidences are rooted in the language of the Standards so that expectations remain the same in both instructional and assessment settings.

30. What Are the Shifts at the Heart of PARCC Design (and the Standards)? • Complexity: Regular practice with complex text and its academic language. • Evidence: Reading and writing grounded in evidencefrom text, literary and informational. • Knowledge: Building knowledge through content rich nonfiction.

31. PARCC’s Core Commitments to Mathematics Assessment Quality • Focus: PARCC assessments will focus strongly on where the Standards focus. Students will have more time to master concepts at a deeper level. • Problems worth doing: Multi-step problems, conceptual questions, applications, and substantial procedures will be common, as in an excellent classroom. • Better Standards Demand Better Questions: Instead of reusing existing items, PARCC will develop custom items to the Standards. • Fidelity to the Standards (now in Teacher’s hands): PARCC evidences are rooted in the language of the Standards so that expectations remain the same in both instructional and assessment settings.

32. Using Technology to Advance Assessment and the Shifts • Technology enhancements supporting accessibility (e.g., the ability to hover over a word to see and/or hear its definition, etc.) • Transformative formats making possible what can not be done with traditional paper-pencil assessments (e.g., simulations to improve a model, game-like environments, drawing/constructing diagrams or visual models, etc.) • Getting beyond the bubble and avoiding drawbacks of traditional selected response such as guessing or choice elimination.

33. Using Technology to Advance Assessment and the Shifts • Capturing complex student responses through a device interface (e.g., using drawing tools, symbol palettes, etc.) • Machine scorable multi-step tasks are more efficient to administer and score.

34. Three Innovative Item Types That Showcase Students’ Command of Evidence with Complex Texts • Evidence-Based Selected Response (EBSR)—Combines a traditional selected-response question with a second selected-response question that asks students to show evidence from the text that supports the answer they provided to the first question. Underscores the importance of Reading Anchor Standard 1 for implementation of the CCSS. • Technology-Enhanced Constructed Response (TECR)—Uses technology to capture student comprehension of texts in authentic ways that have been difficult to score by machine for large scale assessments (e.g., drag and drop, cut and paste, shade text, move items to show relationships). • Range of Prose Constructed Responses (PCR)—Elicits evidence that students have understood a text or texts they have read and can communicate that understanding well both in terms of written expression and knowledge of language and conventions. There are four of these items of varying types on each annual performance-based assessment.

35. What Does It Look Like? Table Groups Select one of the two tasks provided. Complete the task. What would instruction look and sound like if students were engaged in opportunities that are aligned to the CCSS?

36. What professional growth opportunities will your staff (teachers – administrators- others) need to have clarity about the implementation of CCSS?

37. CIA Blueprint activity Walk through the blue print and mark items that resonate with you with +, items that cause dissonance with a -, and items you are unsure about with a ? Common Ground Find one item each member marked + Find one item each member placed a ? or -

38. Part Two Linda Video will happen here

39. There is no deep secret called teaching and learning; teaching and learning are visible in classrooms of the successful teachers and students, teaching and learning are visible in the passion displayed by the teacher and learner when successful learning and teaching occurs, and teaching and learning require much skill and knowledge by both the teacher and the student. John Hattie 2009

40. What’s the Impact? Visible Learning – 15 years research 800 meta analyses over 50,000 studies An effect size of 1.0 is an increase of one standard deviation on influence on student achievement.- it would mean on the average, students receiving that treatment would exceed 84 % of students not receiving the treatment.

41. Feedback • English: He is an intelligent boy who could do very well. French: A disappointing result. He is so fond of obtaining a cheap laugh in class that he has little time for serious concentration. • Mathematics: Poor. He never makes any really sensible effort. Art: Very satisfactory. Religious instruction: His work has been of a low standard. Headmaster's end-of-year comment: He has too many of the wrong ambitions and his energy is too often misplaced.

42. Excerpts from John Lennon’s report card, Quarry Bank School, Liverpool, England, 1955-56 (age 15), on display at Rock and Rock Hall of Fame, Cleveland, Ohio

43. Task Process Self Regulation Ego

44. Lunch

46. DNIST – Diplomas Now Implementation Support Team What is the mission of the Diplomas Now Implementation Support team? Our mission is to provide leadership, support, and guidance to Diplomas Now teams at the school, field, and executive levels and enable them to support every student who attends a Diplomas Now school.  

47. What are the goals of DNIST? • Build the internal capacity to implement the Diplomas Now model and deliver necessary services at each building • Create trainings, tools, and resources to guide and support consistent, high-quality implementation at every DN school • Identify trends and provides insights on training needs, implementation challenges and best practices • Assist local teams in developing plans to ensure sustainability at DN schools, including building and maintaining strong relationships at the school and district level

48. Members of DNIST Doug Elmer – Director Kathy Nelson – Deputy Director (TD) • Miami, Philadelphia, Washington, DC Jessica Herman – Deputy Director (CY) • East Baton Rouge, Chicago, Los Angeles Matt Wernsdorfer – School Turnaround Manager (CY) • Boston, Detroit, New York Sheila Drummond – Deputy Director (CIS) • Columbus, San Antonio, Seattle “be nice to DNIST”

49. The Diplomas Now Partnership

50. The Diplomas Now Model • Instructional Supports • Double dose math & English • Extra help labs • Common college preparatory or high school readiness curricula • Organizational Supports • Inter-disciplinary and subject focused common planning time • Bi-weekly EWI meetings • On-site school transformation facilitator Teacher Team (4 teachers) • Professional Development Supports • Job-embedded coaching - Math and English instructional coaches • Professional learning community • Professional development linked to grade/subject specific instructional practice • Data Supports • Easy access to student data on the Early Warning Indicators • Benchmarks tied to national and state standards • On-site facilitator to leverage EWI data 75-90 students Student Supports • Multi Tiered Response to Intervention Model • 8 to 12 City Year AmeriCorps members: whole school and targeted academic and socio-emotional supports • Communities In Schools on-site coordinator: case managed supports for highest need students • Interventions to address early warning indicators of • Attendance • Behavior • Course Performance • Whole school attendance, positive behavior, college-going culture • Strengthening student resiliency