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,

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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

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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

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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

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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%

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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

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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)

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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.

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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.

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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

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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?

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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

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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

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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

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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

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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.

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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.

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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.

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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.

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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 ARISParentLink@schools.nyc.gov**

• 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.

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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

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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.

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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

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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.

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A Word From Our Sponsor

Thank you Sussman Sales

Represented by

Arnie Zeitlin!

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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?

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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.

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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?)

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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

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What the Item Analyses Look Like

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Look for Items Where Gap Was Widest

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Examine the Items: Great Format!

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Online Resources

Jo Ann

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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.

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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)

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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.

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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

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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