office of academics - boston public schools · 2014-06-19 · boston public schools academics in...

OFFICE OF ACADEMICS Educating Responsible and Courageous Leaders Who Challenge Injustice

Presentation to School Committee

June 18, 2014

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A large part of the problem lies in the fact that many educators do not understand

what it means to engage in educational practices that promote equity. Equity means more than simply ensuring that children have access to education. Equity also entails a focus on outcomes and results. A. Wade Boykin, Pedro Noguera (2011)

BOSTON PUBLIC SCHOOLS Academics

In SY2014 the Office of Academics:

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1. Reorganized to become a more nimble, data-driven & project-based

organization with the capacity to turn around, transform, improve

and sustain success in schools;

2. Designed a data-driven system of supports and accountability that is

transparent, collaborative and appropriate for all schools in the BPS

portfolio;

3. Defined a District strategy to turn around & transform schools which

was shared with the DESE;

4. Began developing internal capacity to conduct research with and

for BPS schools with the objective of successfully transferring

knowledge and practices;

5. Established and worked with the Principal and Headmasters’ Advisory

Board, Students’ Advisory Board and the Professional Learning

Advisory Board to understand challenges, test ideas & propose plans.


Implementing three simultaneous transformational changes

Eliminating the achievement/access gap

Successfully implementing Common Core & PARCC

Successfully increasing full inclusion for students with disabilities

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Key Messages

Academic: Improvement in achievement outcomes must be immediate

76% of BPS students are Black and Latino, so we must keep a laser focus on the achievement gap to improve district and school outcomes

Implementing Common Core and PARCC without addressing the achievement gap will expand the gaps

Increasing full inclusion without addressing the gaps and strengthening core instruction will expand the gaps

Organizational:

Successfully implementing three simultaneous transformational changes requires deep and permanent systems changes throughout the

organization

In addition to systems change, we will require shifts in knowledge, culture and technology in the organization


Currently, we have:

2 Level 5 schools

5 Level 4 schools

2 Level 4 schools with state approved operators

37 Level 3 schools that have been level 3 for two years, have scores

below the 10th percentile, or are designated High Support schools

Of these:

5 are pilot schools

1 is an Innovation School

This challenges our:

Capacity to transform the schools at risk of becoming Level 4 or 5

Financial ability to support internal efforts to transform schools and

external operators providing services or taking over schools

Morale in schools and in the district

Establishing a sense of urgency: Disrupting the pipeline

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BOSTON PUBLIC SCHOOLS

Strength in our Networks

5

Network Highlights Continued Work

Network A

Schools exceeded district average

in ELA questions and anchor

standards

Focus on support for SWDs to

increase academic performance

and continued overall network gains

Network B

Three schools exited turnaround

status: Blackstone, Orchard and

Trotter

Continue improvement in academic

performance, focusing on ELA, Math

and Science

Network C

Network ELL students are significantly

outperforming the state on ELA and

Math MCAS

Accelerate achievement for all

students with particular focus on

closing achievement gaps for males

Network D

One school exited turnaround status

and one school awarded Innovation

status

Increase support to SWDs and

students in grades 6,7,8 while

promoting ELA gains

Network E

Highest performance for Math in

grades 3 – 6 for growth and

performance

Improve network achievement in

Math and writing with increased

supports to ELLs and SWDs

Network F

One school exited turnaround and

network scored higher than district in

ELA questions and anchor standards

Promote acceleration in ELA and

Math and increase depth and

representation of student work

Network G

Dropout rate lowest since 1977,

reduced from 6.4% to 4.5%,

especially for African American and

Latino students

Reduce 9th grade retention,

performance gaps of ELLs and

SWDs, increase attendance and

participation in the SAT


Achievement Gaps by Network

Percent Advanced/Proficient by Network

A B C D E F G/H

3 AfAm / Black -36.5% -28.9% -44.3% -41.3% -42.6% -35.4%

Hispanic -28.4% -30.3% -47.5% -33.9% -29.9% -32.7%

4 AfAm / Black -16.7% -32.9% -41.5% -39.5% -42.2% -36.7%

Hispanic -20.3% -35.2% -42.4% -34.9% -26.5% -31.6%

5 AfAm / Black -23.7% -40.2% -45.4% -42.9% -42.4% -44.5%

Hispanic -22.1% -34.9% -45.5% -36.2% -27.3% -28.0%

6 AfAm / Black -24.1% -31.5% -22.5% -42.2% -29.3% -43.8% -43.6%

Hispanic -19.9% -28.0% -27.9% -40.0% -21.5% -34.7% -35.4%

7 AfAm / Black -26.2% -34.0% -34.8% -48.9% -45.3% -46.1% -39.1%

Hispanic -30.3% -33.4% -27.7% -38.4% -39.3% -38.7% -20.3%

8 AfAm / Black -36.3% -27.7% -23.6% -38.4% -31.9% -43.1% -33.5%

Hispanic -25.0% -20.8% -19.1% -32.5% -29.7% -38.2% -17.3%

10 AfAm / Black -28.5%

Hispanic -24.3%

Achievement Gap is defined as the gap between the district’s 2013 A/P% for White students and the network’s African American/Hispanic Students

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ELA Percent Advanced/Proficient by Network

A B C D E F G/H

3 AfAm / Black -32.0% -35.3% -41.2% -42.6% -41.8% -35.4%

Hispanic -39.0% -38.2% -44.2% -36.7% -29.3% -35.1%

4 AfAm / Black -22.2% -32.0% -41.4% -36.8% -38.7% -34.3%

Hispanic -29.7% -32.7% -42.1% -32.4% -31.4% -31.2%

5 AfAm / Black -23.6% -34.8% -35.9% -37.4% -27.8% -30.5%

Hispanic -19.4% -36.8% -43.0% -32.9% -21.4% -27.4%

6 AfAm / Black -38.0% -37.4% -36.0% -39.5% -25.6% -35.8% -45.0%

Hispanic -26.9% -40.0% -35.7% -39.2% -20.5% -38.8% -38.7%

7 AfAm / Black -28.1% -34.8% -33.7% -52.8% -34.7% -40.4% -25.0%

Hispanic -24.7% -28.3% -41.7% -47.8% -34.4% -38.4% -14.3%

8 AfAm / Black -27.3% -22.1% -28.7% -32.6% -25.2% -28.6% -29.9%

Hispanic -19.1% -24.7% -31.1% -27.1% -28.3% -13.6% -9.1%

10 AfAm / Black -12%

Hispanic -14%

Math

Italic is less than a 25 point gap

Underline is more than a 40 point gap

1. Restructured the Office of Academics as a more nimble, data-driven

& project-based organization with the capacity to turn around, transform, improve and sustain success in schools

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“If I were given one hour to save the planet, I would spend 59

minutes defining the problem and one minute resolving it.”

Albert Einstein

Use data (quantitative and qualitative) to determine what

generates the problem

Reduce the problem to a level we can resolve

Determine units of intervention

Take quantum leaps and calculated risks

Produce a plan of action

Continuously evaluate results and make corrections

Engage in on-going learning cycle: reflection, dialogue,

analysis

Revise and resubmit as needed


Process for identifying and resolving problems


What is the problem we are trying to resolve?

The narrow door effect

Too many departments

(central office) trying to get through a narrow door

(schools) with too many

things can be overwhelming

Reduce the problem to a

level we can resolve by:

identifying priorities that can

be implemented in the time

we have and with the

resources at hand

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Academics Moving Forward The Office of Academics is

becoming a more nimble, data-

driven & project-based

organization with the capacity

to turn around, transform,

improve and sustain

The Office of Academics is accountable and

focused on eliminating the academic achievement gap, successfully implementing

the MA Curriculum Frameworks & PARCC and

supporting the increase of fully inclusive

opportunities for students with disabilities

BPS theory of action to improve instruction & achievement outcomes Improved student learning

requires improved

instruction.

Schools are the units of

change for instructional

improvement, and

principals/headmasters

and their school-based

teams are the leaders of

that change.

BPS SY 2012

Facilities Liaison

Family &Student Engagement

Liaison

Special Education

Liaison

Educator Effectiveness

Liaison

Human Resources

Liaison

Educational Technology

Liaison

ELL Liaison

Finance Liaison

Math Liaison

ELA Liaison

Operational Leader

Data Liaison

Network

Superintendent Leveraging Central

Office – academics

& operations to

support instruction

CAO

Instructional Research &

Development

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Academic Transformation &

Turnaround

Humanities & Literacy

Science/ Technology/ Engineering

Arts

Early Childhood

Academic Response

Teams

Summer/ Acc.

Academies

ELT/ DELTAS

Ed. Options

Post Secondary Initiatives and Partnerships

Guidance

Online & Blended Learning

Technical & Vocational Education

Networks A-F

K - 8

Network G

High School

Math

Deputy CAO

Academic Support

Operations Support

District Transformation &

Turnaround

Specialized Learning

Student Interventions

Operations OHC Engagement Transportation Facilities OIIT OE

OELL SPED OE

ODA

Adult Education

Reporting Line

Support Line

Connection to other

Departments

ODAOELL SPED OE Achievement

Gap

June 10, 2014


Academics FY15

The Common Core/MA Curriculum Frameworks (CC/MCF) set a

new bar for ALL students with clear, consistent, and high

learning goals that ensure all students are college and career

ready. In order to be PARCC ready, we need to be Common

Core ready.

“Common Core Ready” means we need to ensure ALL students are regularly engaged in grade-level Common Core work by

ensuring personalized instruction that reflects consideration of students’ culture, gender, language and disability while learning through engagement in rich tasks.

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Eliminating the Achievement Gap by Ensuring All Students

Meet Common Core/MA Curriculum Framework (CC/MCF)

Expectations


Focus on Core Literacy Initiative


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BPS K1 Last YR Not in BPS K1 Last YR

All

Students

Benchmark Intensive Strategic Benchmark Intensive Strategic

61.9%

(1,431)

9.3%

(216)

28.8%

(666)

45.2%

(570)

17.6%

(222)

37.1%

(468)

K2 Students Scores by Racial/Ethnic Group BPS K1 Last Year Not BPS K1

Benchmark Intensive Strategic Benchmark Intensive Strategic

Af Am/Black 64.1% 6.9% 29.0% 44.5% 15.4% 40.1%

White 81.0% 3.2% 15.8% 75.5% 5.8% 18.7%

Asian 60.4% 6.3% 33.3% 34.7% 12.0% 53.3%

Hispanic 54.6% 13.2% 32.2% 37.9% 23.9% 38.2%

• Today we offer 2,400 K1 seats across the City, compared to 700 in 2005

• Students who attend K1 have better reading skills at the beginning of K2

Focus on Core Literacy Initiative


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The vision of the Focus on Core Literacy

Initiative builds strong reading and

writing skills and depth of knowledge.

Integrated learning experiences will

allow students explore a topic with

hands-on projects. Engaging topics are

not only motivating but provide

authentic learning opportunities to read

and write.

• Integrated learning experiences

• Discipline-specific skills and strategies

LITERACY

ARTS

SCIENCE MATH

SOCIAL STUDIES

Early Adopters Development and Implementation:

Focus on K2: continue to support the 50 early adopters schools and add (new training) for the remaining 30 elementary schools.

Gr 1-2: $2 million over the next four years to develop a 1-2 curriculum that builds off of the success of early childhood and links to 3-5 Expeditionary Learning work.


A B C D E F

Adams Winthrop Everett Curley Mattahunt Lee

Guild Mendell Clap Tobin Channing Kenny

Harvard-

Kent Ellis Perry Edison Grew Henderson

Warren

Prescott

Higginson/

Lewis Russell

Jackson-

Mann

Mozart Taylor

Otis King Holmes Winship Chittick Mildred

Ave.

Early Adopters


The King has applied. We are

excited about being considered

for this opportunity! -King

We are keeping our fingers crossed!

- Winship

The Henderson submitted our application

on Monday! We really hope we are

selected.

- Henderson

The Otis would Love to be a part of this!!!!

-Otis

I am very excited about this program!

-Guild

We are really interested!

-Edison


What Principals Are Saying…



Arts

Early Childhood

Cr Tech

Network A

High School

Math


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PD Training

Teams:

IR&D

DNA

Content

Specific

Teacher

Leaders

A

Network B

Network C

Network D

Network E

Network F

B

C

D

E

G


F

Instructional Research &

Development


Arts

Early Childhood

Cr Tech

Networks A-F

K - 8

Network G

High School

Math

Academic Support


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To the schools in the Networks How do we get the products & PD

from IR&D…



2. Designed data-driven system of supports and accountability that is

transparent, collaborative and appropriate for all schools in the BPS portfolio

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System designed to:

1. Monitor school progress

2. Identify areas for improvement and areas of success

3. Provide support for school improvement or intervention within a diverse portfolio of schools

4. Recognize and share best practices

Data driven system of accountability & supports

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To eliminate achievement gaps, achieve proficiency for all

students, and graduate students from school prepared for

college and career success


Su

sta

inin

g Target: High-performing

schools and schools that have moved from a lower to a higher level

Goal: Sustain organizational and instructional practices and interventions that help move the school to a higher level; remain vigilant that unanticipated internal or external actions do not derail school’s performance

Imp

rovin

g Target: Schools where

there is evidence of progress but a continuing need for support. Improvements have not been enough to move school to a higher level

Goal: Support schools in strengthening and/or identifying new organizational and instructional practices and interventions to accelerate progress

Tra

nsf

orm

ing

Target: Level 4 schools (old and new) where sufficient progress is not being made to exit Level 4 and Level 3 schools where outcomes are stagnant (2 years) and there is no evidence of the school’s capacity to move out of stagnation

Goal: Intervene as in-district receiver with the capacity to restructure the school

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Tiered Interventions

* Note: Level of intervention will be informed by the internal measures as well as DESE Level designations

Strategy designed to effectively and consistently turnaround schools and interrupt pipeline of Level 4 schools


BPS uses three types of qualitative school reviews

based on school needs:

School Quality Reviews (SQR)

Instructional Walkthroughs

School Audits

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Qualitative

Review of

Schools

Data analysis

Quality Plan Organizational

Plan

Resource

Allocation

Evaluation Goals

EDFS

Qualitative and Quantitative Data


Mid-term analysis of school performance

Predictive assessments: ELA and Math

ANET & ATI data

School Capacity

Instructional capacity

Systems & structures

Programming

Recommendations

School audit: analysis & plan of action, supports

Academic Response Team

School Quality Review

Additional supports

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3. Proposed to the DESE a District strategy to Turn around & Transform

schools

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Academics focus on Turnaround Schools

School Level Status

Trotter Elementary School Level 1

Exited 4

Orchard Gardens K-8 School Exited 4

John F. Kennedy Elementary School

Level 3

Exited 4

Blackstone Elementary School Exited 4

Harbor School Exited 4

Channing Elementary School

Level 4

New Level 4

Winthrop Elementary School New Level 4

Dearborn Middle School Continuing Level 4

Burke High School Continuing Level 4

Mattahunt Elementary School Continuing Level 4

The English High School Continuing Level 4 with Operator

Elihu Greenwood Elementary School Continuing Level 4 with Operator

Dever Elementary Level 5

New Level 5

Holland Elementary New Level 5

Turnaround Schools are designated by

the DESE as Level 4 schools

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Academics focus on Transforming Schools

Transforming Schools Status Report

Mildred Avenue • Interim Principal &

Administrative Team

• BPS-BTU Intervention Team

• Strengthened systems and

structures, increased PD

Guild Elementary School • New Principal

• Strengthened systems and

structures

• Increased PD

Madison Park • Central Office team

• BPS-BTU intervention team

Transforming Schools are designated by the BPS for in-

district intervention. These are Level 3 schools stagnant

over 2 years and in the 10th percentile or lower.



BPS Turnaround & Transformation Strategy Key strengths, vulnerabilities, mitigation

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Strengths Vulnerabilities Mitigation

Strategy designed to effectively and

consistently turn around schools and

interrupt pipeline of Level 4 schools

Focus on turnaround & transforming

school may detract attention from

improving and sustaining schools

Conduct focus groups with improving

and sustaining schools to determine

and address needs specific to these

schools (June)

Data driven system of accountability

& supports

Stronger accountability structure-

weaker support structure

Work underway to develop a

comprehensive and targeted

accountability-support strategy (April-

June)

Academics to realign organization to

focus on turnaround & transformation

work with stronger feedback loops

with central office departments and

between C&I-Networks-Schools

New organization with a new focus

and complex feedback loops

internally and externally with other BPS

departments

Work with external consultants;

intensive PD beginning in May; mid-

course reviews/ corrections January,

April, June

School Intervention Strategy through

the District Academic Intervention

Teams to strategically address gaps

across content areas

School—district coordination to ensure

intervention is effective and sustained

over time

Develop detailed intervention plan

with principal prior to team’s visits.

Mid-course reviews/corrections

January, April, June

Streamlined PD providers &

partnerships integrated in turnaround

& transformation plan and

participating in district & school PD

Identifying the right partners to

address specific needs of a school

Mid-course reviews/corrections

January, April, June to determine

alignment and add/change partners

if necessary.

Building District-wide Strategy for Turnaround and

Transformation


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We will….

Define and describe a turnaround and transformation strategy for the

district that is research based, proven and sustainable.

Redefine the role and expectations of Central Office Departments to

provide timely, efficient and effective supports to Turnaround and

Transforming schools, DESE designated Level 4 and stagnant Level 3

schools.

Generate a knowledge capture of theories and practices from

turnaround and transforming schools to leverage in schools in the BPS.

•Review of Literature

•Document Experience

•Engage Stakeholders

Use Evidence

•Cross-functional team

•Implementation Plan

Design Strategy

•Data Inquiry

•Implementation Fidelity

Progress Monitor

4. Began developing internal capacity to conduct research with and for

BPS schools with the objective of successfully transferring knowledge and practices

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Learning from BPS schools

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Case Study: Quality Instruction and

Achievement for All: The Dr. William W.

Henderson Inclusion Elementary School

Research Project: Literacy Leaders: Examining

3rd and 4th Grade ELA Achievement in BPS

Schools

5. Worked with the Principal and Headmasters’ Advisory Board, Students’ Advisory Board and the Professional Learning Advisory Board to

understand challenges, test ideas & plans


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Creating the guiding coalition: Moving gears

Role of the School Committee, Superintendent &

Executive Team: changing the discourse, signaling

change and monitoring the change

Role of Public Intellectuals: conducting research that

guides the work

Role of the Academics Staff: having the will, capacity,

strength and resilience to continue the change

Role of Advisory Boards: providing guidance, requiring

accountability and mobilizing external partners

Legal and Accountability Partners: monitoring and

supporting change and helping define trajectories of

success for all of our students

Role of Partners: complementing and extending BPS goals

Role of Operations: Restructuring for institutional change

Role of Principals & Teachers: restructuring for instructional

change

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BBOSTON PUBLIC SCHOOLS Academics

Creating the guiding coalition

Academics

External Advisory

Board

Principals & Headmasters

Advisory Board

Student Advisory

Board

Professional Advisory

Board (BTU-BPS

34

Expectations/Work this year

Defining a path and implementing an action plan (QSP) to

eliminate achievement gaps


ACHIEVEMENT

GAP

Continuing the implementation of Common Core – MA

Curriculum Frameworks & preparing for the PARCC

assessments as the means of raising the bar for all students

COMMON

CORE

Increasing the number of students recommended for

inclusive settings while Increasing the number of schools

offering fully inclusive programs for students with disabilities

INCLUSIVE

PRACTICES

Priorities remain the same for next year

BBOSTON PUBLIC SCHOOLS Academics

Moving forward, Academics will:

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1. Identify priorities that can be implemented in the time we have and with the

resources at hand.

2. Engage students in learning that is challenging and exciting.

3. Develop and implement historically, racially, culturally and linguistically relevant

curriculum & pedagogy that recognize our students—who they are and what

they envision for their lives.

4. Continue to engage principals/headmasters, teachers and students in the

process of developing a robust process for reviewing our work.

5. Engage families, partners & community leaders in the successful

implementation of the CC/MCF with an emphasis on engaging teaching and

learning that is historically, racially, culturally and linguistically relevant for our

students.

Create a proud, successful and inclusive WE

APPENDIX: OFFICE OF ACADEMICS

Literacy Leaders Examining 3rd and 4th Grade ELA Achievement in BPS Schools

37

Research Methodology


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Three year average school performance for 3rd and 4th grade ELA MCAS

DESE public MCAS scores (n > 10)

January 2014

BPS Data Warehouse MCAS scores (individual)

February - March 2014

Demographic data for AY 2012-13 by school, district, and state

DESE public demographic data

January - March 2014

BPS Data Warehouse for grade and school size

January - March 2014

BPS School Data packets for ELD and SPED data

Small discrepancies between DESE and BPS Data Warehouse

Disseminated at different times


Proficiency Rates: English Language Arts


MCAS English Language Arts % Proficient & Advanced

BPS

2011 2012 2013 2013- 2012

Difference

Six-Year

Trends

Grade 3 35% 34% 32% -2 3

Grade 4 30% 31% 29% -2 4

Grade 5 43% 38% 45% 7 8

Grade 6 42% 38% 42% 4 -1

Grade 7 54% 50% 52% 2 4

Grade 8 60% 64% 58% -6 1

Grade 10 67% 73% 79% 6 21

State

2013 2013 - 2012

Difference

Six-Year

Trends

57% -4 1

53% -4 4

66% 5 5

67% 1 0

72% 1 3

78% -3 3

91% 3 16

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BPS/State

Difference

2013

Gap

%

Difference

25pts -44%

24pts -45%

21pts -32%

25pts -37%

20pts -28%

20pts -26%

12pts -13%

BPS ELA proficiency rates trail Massachusetts averages by 20-25 points in grades 3-8. The 24-25 point gap in 3rd & 4th

grade amounts to a 44-45% difference between state average performance and BPS.

Where are students succeeding in BPS? What can we learn

from them?

Source: DESE website



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African-American Asian Hispanic/Latino White

BPS 35.6% 8.6% 39.9% 13.2%

State 8.6% 5.9% 16.4% 66.0%

English Language Learners

Students with Disabilities

Low Income High Needs

BPS 30.7% 19.2% 71.7% 82.3%

State 7.7% 17.0% 37.0% 47.9%

District and State Demographics: AY 2012-2013

BPS has more than 3 times the percentage of English Language Learners and nearly twice the percentage of low

income students as the Massachusetts average.

Source: DESE website



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High Performing Schools (like BPS): Grade 3 Performance Whole School Enrollment AY 2012-2013

All Avg. A+P % (2011-2013)

ELL % SWD % LowInc % High

Needs % African-

American % Hispanic %

4. Joseph J. Hurley (K-8)

68.4% 58.7% 12.6% 72.2% 79.9% 5.1% 73.1%

8. Manassah E. Bradley (K-5)

60.5% 32.0% 13.0% 76.2% 85.5% 4.8% 53.5%

State 59.6% 7.7% 17.0% 37.0% 47.9% 8.6% 16.4%

10. George H. Conley (K-5)

55.8% 26.9% 36.8% 72.5% 83.5% 27.5% 47.8%

11. Michael J. Perkins (K-5)

52.3% 20.4% 10.2% 79.3% 83.3% 44.0% 37.1%

13. John F. Kennedy (K-5)

51.4% 50.2% 12.7% 79.3% 90.2% 19.0% 75.4%

14. Nathan Hale (K-5)

49.3% 15.4% 14.8% 81.7% 85.2% 59.2% 33.7%

15. Josiah Quincy (K-5)

48.9% 53.7% 14.8% 78.1% 88.9% 15.6% 14.8%

16. Samuel W. Mason (K-5)

48.1% 26.6% 28.2% 69.8% 83.9% 57.3% 27.0%

Boston 33.9% 30.7% 19.2% 71.7% 82.3% 35.6% 39.9%

These schools are high performing and look like BPS across several demographic categories.

Source: DESE website • Reflects BPS demographics defined as within 5 %pts. or greater than BPS average in 2 of 3 demographics: ELL, LowInc, and 1 race.


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High Performing Schools (like BPS): Grade 4 Performance Whole School Enrollment AY 2012-13

All Avg. A+P % (2011-2013)

ELL % SWD % LowInc % High

Needs % African-

American % Hispanic %

1. Nathan Hale (K-5)

74.2% 15.4% 14.8% 81.7% 85.2% 59.2% 33.7%

State 54.3% 7.7% 17.0% 37.0% 47.9% 8.6% 16.4%

9. George H. Conley (K-5)

52.8% 26.9% 36.8% 72.5% 83.5% 27.5% 47.8%

10. Josiah Quincy (K-5)

52.7% 53.7% 14.8% 78.1% 88.9% 15.6% 14.8%

11. Mannasah E. Bradley (K-5)

51.0% 32.0% 13.0% 76.2% 85.5% 4.8% 53.5%

14. William H. Ohrenberger (3-8)

44.8% 25.4% 19.3% 70.0% 80.2% 28.2% 47.2%

17. Joseph J. Hurley (K-8)

43.1% 58.7% 12.6% 72.2% 79.9% 5.1% 73.1%

18. Charles H. Taylor (K-5)

42.2% 39.6% 15.5% 77.2% 89.5% 77.6% 16.8%

21. Samuel W. Mason (K-5)

38.6% 26.6% 28.2% 69.8% 83.9% 57.3% 27.0%

Boston 29.7% 30.7% 19.2% 71.7% 82.3% 35.6% 39.9%

BPS and the state performance declines in 4th grade. Many of the same high performing schools as 3rd grade.

Source: DESE website • Reflects BPS demographics defined as within 5 %pts. or greater than BPS average in 2 of 3 demographics: ELL, LowInc, and 1 race.


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Outlier Schools vs. High Perf. Schools: Grade 3

Source: High Performing Schools: DESE website and BPS Data Warehouse, Outlier Schools: BPS 2014 Student Data

0

10

20

30

40

50

60

70

OutlierSchools

High Perf.Schools

State

Boston

Student subgroups at high performing schools sometimes surpass their peers’ achievement at outlier schools.


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Outlier Schools vs. High Perf. Schools: Grade 4

Source: High Performing Schools: DESE website and BPS Data Warehouse, Outlier Schools: BPS 2014 Student Data

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10

20

30

40

50

60

OutlierSchools

High Perf.Schools

State

Boston

Student subgroups at high performing schools sometimes surpass their peers’ achievement at outlier schools.


45

English Language Learners SY12-13

LEP ELD 1-3 ELD 4-5

Outlier Schools 13% 33% 67%

High Performing schools that reflect BPS demographics

35% 52% 48%

Low Performing Schools 36% 56% 44%

Source: School Data Packets

Outlier Schools have fewer ELLs, and fewer of those students are at the lowest levels of English proficiency. Furthermore, at these schools ELL performance is far below district average for ELLs.


46

Hurley K-8 Best Practices

Frequent data cycles

ANET and DIBELS or TRC (K-2) with progress displayed to school

Tutors assist group of students who need extra practice on certain skill

Differentiated independent work

Center-based activities with checklists during small-group guided reading

Activities based on ANET and mCLASS data cycles

Collaborative tools and planning

Gather and share materials for center-based activities (binders)

“Make and take” PD sessions with literacy coach

Instructional shifts

Using “accountable talk” – “I can prove it!”

Reading complex informational texts (i.e. news magazines)

Creative ways to test/integrate vocabulary learning

Risk-taking culture – inherent in a two-way bilingual school

Student chants and cheers of encouragement

PALS centers

Expectations of accountability

Principal always attends collaborative planning meetings

School core values with classroom alignment

Reading log and checklists for student independent work

Home support strategies and resources for parents.

office of academics - boston public schools · 2014-06-19 · boston public schools academics in...

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