our work together
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Ready to Lead: Raising the Bar for Every Student 2014 Leadership Institute Linda Chen Chief Academic Officer. Our Work Together. - PowerPoint PPT PresentationTRANSCRIPT
BALTIMORE CITY PUBLIC SCHOOLS
Ready to Lead: Raising the Bar for Every Student
2014 Leadership InstituteLinda Chen
Chief Academic Officer
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BALTIMORE CITY PUBLIC SCHOOLS
Our Work Together
Systems thinking is useful for describing a vast array of interrelationships and patterns of change. Ultimately, it helps us see the deeper patterns lying behind the events and the details.In mastering systems thinking, we give up the assumption that there must be an individual, or individual agent, responsible.
Everyone shares responsibility for problems generated by a system. That does not necessarily imply that everyone involved can exert equal leverage in changing the system. But it discourages the search for scapegoats.
Peter Senge
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BALTIMORE CITY PUBLIC SCHOOLS
Percent of Students Meeting or Exceeding State Standards— Students with Disabilities (SWD) and General Education (GE) Students
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45.6 44.140.7
33.6
74.4 72.4 73.868.1
READING MATH
36 36.328.7
15.8
67.2 69.465.4
47.1
General Education Students Students with DisabilitiesNote: In 2009 and 2012, Mod-MSA results were reported as part of MSA total scores. The Mod-MSA was not administered in 2013 or 2014.
Note: Ns refer to the total number of students who took the MSA.
2011 2012 2013 2014GE 27,601 28,132 28,259 26,781
SWD 6,247 6,211 6,179 5,317
2011 2012 2013 2014GE 27,567 28,106 28,244 26,371
SWD 6,219 6,170 6,129 5,112
1 yr change 2 yr change 3 yr change
Pct Pt Pct Pct Pt Pct Pct Pt Pct
GE -5.7 -7.7% -4.3 -5.9% -6.3 -8.5%SWD -7.1 -17.4% -10.5 -23.8% -12.0 -26.3%
1 yr change 2 yr change 3 yr change
Pct Pt Pct Pct Pt Pct Pct Pt Pct
GE -18.3 -28.0% -22.3 -32.1% -20.1 -29.9%SWD -12.9 -44.9% -20.5 -56.5% -20.2 -56.1%
BALTIMORE CITY PUBLIC SCHOOLS
Percent of Students Meeting or Exceeding State Standards— English Language Learners (ELL) and Non-English Language Learners
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56.2 54.258.3
44.4
69.3 67.6 68.262.9
READING MATH
68.3 64.7 64.2
30.8
61.3 63.458.7
42.4
Non-English Language Learner Students English Language LearnersNote: In 2009 and 2012, Mod-MSA results were reported as part of MSA total scores. The Mod-MSA was not administered in 2013 or 2014.
Note: Ns refer to the total number of students who took the MSA.
1 yr change 2 yr change 3 yr change
Pct Pt Pct Pct Pt Pct Pct Pt Pct
Non-ELL -5.3 -7.8% -4.7 -7.0% -6.4 -9.2%ELL -13.9 -23.8% -9.8 -18.1% -11.8 -21.0%
1 yr change 2 yr change 3 yr change
Pct Pt Pct Pct Pt Pct Pct Pt Pct
Non-ELL -16.3 -27.8% -21.0 -33.1% -18.9 -30.8%ELL -33.4 -52.0% -33.9 -52.4% -37.5 -54.9%
2011 2012 2013 2014Non-ELL 33,114 33,425 33,223 30,398
ELL 672 851 1,150 1,085
2011 2012 2013 2014Non-ELL 33,190 33,514 33,320 31,212
ELL 658 829 1,118 886
BALTIMORE CITY PUBLIC SCHOOLS
67.5 65.4 66.160.1
80.5 81.6 82.1 79.5
74.7 73.7 73.567.5
Percent of Students Meeting or Exceeding State Standards— Race/Ethnicity
5READING MATH
59.1 61.056.1
38.6
76.3 78.9 76.0
65.776.9 76.2 72.6
49.5
White Hispanic Black Note: In 2009 and 2012, Mod-MSA results were reported as part of MSA total scores. The Mod-MSA was not administered in 2013 or 2014.
Note: Ns refer to the total number of students who took the MSA.
1 yr change 2 yr change 3 yr change
Pct Pt Pct Pct Pt Pct Pct Pt Pct
White -2.6 -3.2% -2.1 -2.6% -1.0 -1.2%Hispanic -6.0 -8.2% -6.2 -8.4% -7.2 -9.6%Black -6.0 -9.1% -5.3 -8.1% -7.4 -11.0%
1 yr change 2 yr change 3 yr change
Pct Pt Pct Pct Pt Pct Pct Pt Pct
White -10.3 -13.6% -13.2 -16.7% -10.6 -13.9%Hispanic -23.1 -31.8% -26.7 -35.0% -27.4 -35.6%Black -17.5 -31.2% -22.4 -36.7% -20.5 -34.7%
2011 2012 2013 2014White 2,749 2,831 2,824 2,610
Hispanic 1,145 1,378 1,613 1,667
Black 29,422 29,551 29,388 27,213
2011 2012 2013 2014White 2,748 2,827 2,808 2,614
Hispanic 1,154 1,389 1,625 1,857
Black 29,347 29,472 29,321 26,379
BALTIMORE CITY PUBLIC SCHOOLS
Raising the Bar for Every Student
Ensure every student is college and career ready
Deepen implementation of the Maryland College and Career Readiness Standards
EXCELLENCE
Improve teacher, leader, district effectiveness-
All teachers, all leaders, all schools across the district
EFFECTIVENESS
Close access and opportunity gaps
Eliminate disparities inachievement
EQUITY
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BALTIMORE CITY PUBLIC SCHOOLS
Educational ExcellenceTHERE CAN BE NO EXCELLENCE IN EDUCATION WITHOUT EQUITY
Ensure every student graduates from high school prepared for college completion and career success by:
Meeting grade-level expectations and beyond In alignment to the Maryland College and Career Ready Standards (MCCRS) A new bar for each student with clear, consistent, and high level learning
goals
Strategically support each student Meet grade-by-grade learning expectations, PK-12 for Math, ELA, Literacy
across content areas, Science, Social Studies, World Languages, the Arts Ensure instruction that reflects consideration of students’ culture, gender,
language and disability while learning through rich tasks
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BALTIMORE CITY PUBLIC SCHOOLS
Educational EffectivenessQUALITY TEACHERS, QUALITY SCHOOLS,QUALITY SERVICES
Continuous improvement in learning, teaching & leading
Understanding the shifts in the content standards (“knowing the bar”)
Implementing MCCRS-aligned assessments, curriculum and instructional practices
Analyzing evidence of student learning to adjust instruction by differentiating and personalizing learning
Aligning professional learning to data inquiry and instructional practices that support students in meeting grade-level content standards that lead to college and career readiness
Leading learning by establishing systems and structures that focus on content-rich, culturally responsive teaching to increase student outcomes through feedback and accountable learning communities
Improving and aligning district direction and services to schools
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BALTIMORE CITY PUBLIC SCHOOLS
Educational EquityTHERE CAN BE NO EXCELLENCE IN EDUCATION WITHOUT EQUITY
Educational Equity and Excellence is…
Raising the achievement of all students while;
Narrowing the gaps between the highest and lowest performing students and;
Eliminating the predictability and disproportionality of which student groups occupy the highest and lowest achievement categories (race, gender, income, disability, language)
Adapted from Glenn Singleton, Asilomar, 1997
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BALTIMORE CITY PUBLIC SCHOOLS
Connecting Our Work Ahead to the Foundation That’s Been Set
Building on a foundation of aligned curriculum, assessments, and cycles of professional learning;
data inquiry, instructional models
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BALTIMORE CITY PUBLIC SCHOOLS
Educational Excellence & Equity: A Focus on Student Outcomes
Focus on where every student needs to be (“the bar”) by understanding:
• Grade-by-grade content standards
• A variety of assessment sources aligned to the standards
• Access and opportunity gaps that impact student outcomes
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BALTIMORE CITY PUBLIC SCHOOLS
Focusing on Supporting Highly Effective Instruction
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The single most important school-based factor in improving student academic performance is the quality of the teacher in the classroom.
The Education Trust West
BALTIMORE CITY PUBLIC SCHOOLS
An Urgent Opportunity
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188
5,209
85,535
BALTIMORE CITY PUBLIC SCHOOLS
Leadership Institute Preview: What We Will Be Doing Together
Day 1• Raising the Bar for Every Student• Understanding the Bar: A Close Look at the Standards through
PARCC tasks
Day 2• Tracking Progress to Raise the Bar for Every Student:
Leveraging Assessment Resources to Identify Problems of Practice through Root Cause Analysis
Day 3• Establishing Plans to Raise the Bar for Every Student:
Organizing Instructional and Collaborative Time
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BALTIMORE CITY PUBLIC SCHOOLS
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How We Plan To Engage Together
At the end of each day, please reflect on:
1. Actions you will take as a leader to raise the bar for every student, aligned with the day’s specific content
2. Best evidence-based practices to share with others
3. Concrete supports needed specific to each day’s content
During each session, please take “pause” to be immersed actively
as learners!
BALTIMORE CITY PUBLIC SCHOOLS
Ready to Lead
By the end of the Institute, we hope you will:
Gain a deeper understanding of “the bar” so that you are clear on what students need to know and be able to do…so that you can get every student there
Consider how to track student progress aligned specifically to the standards in order to adjust instruction that addresses root causes in order to meet the needs of every student
Collaborate to establish an instructional plan that specifically accelerates student learning explicitly aligned to the standards by developing the capacity of every teacher
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BALTIMORE CITY PUBLIC SCHOOLS
Educational Equity and Excellence
As the main institution for fostering social cohesion in an increasingly diverse society, publicly funded schools must serve all children, not simply those with the loudest or most powerful advocates. This means addressing the cognitive and social needs of all children, with an emphasis on including those who may not have been well served in the past.
Michael Fullan, The Moral Imperative of School Leadership
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BALTIMORE CITY PUBLIC SCHOOLS
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