Montgomery County Public Schools May 14, 2018 NAACP- Parent Group

A Promising Update

PARCC Algebra I Participation: Grade 8 Students Talking points: Middle School Algebra 1 PARCC participation reached a historic high in 2017 as the number of test takers climbed to 9,095, a 38.2 percent increase (2,513 more test takers) over the number in 2015. Increases were greatest in Grade 8, particularly among: Black or African American students – 78.9% increase Hispanic/Latino students – 94.1% increase Students who received Free and Reduced-price Meals Systems (FARMS) – 88.4% increase Students who received Special Education services - 127.5% increase Students who are Limited English Proficient – 90.7% increase

PARCC Algebra I Participation: Grade 8 Students Talking points: Middle School Algebra 1 PARCC participation reached a historic high in 2017 as the number of test takers climbed to 9,095, a 38.2 percent increase (2,513 more test takers) over the number in 2015. Increases were greatest in Grade 8, particularly among: Black or African American students – 78.9% increase Hispanic/Latino students – 94.1% increase Students who received Free and Reduced-price Meals Systems (FARMS) – 88.4% increase Students who received Special Education services - 127.5% increase Students who are Limited English Proficient – 90.7% increase

PARCC Algebra I Performance (3 or Higher): Grade 8

PARCC Algebra I Performance (3 or Higher): Grade 8 72.7% increase 77.6% increase

AP/IB Course Enrollment

AP Exam Performance

SAT Participation Rates: MCPS Classes of 2016 and 2017

SAT Participation Rates: MCPS Classes of 2016 and 2017 by Race/Ethnicity Note. AS=Asian, BL=Black or African American, HI=Hispanic/Latino, 2+=Two or More Races

Focusing on Structures and Processes School Improvement Planning Process

Shifting the Conversation/Work Improve access, opportunity and achievement for all students Keep performing at high levels

Essential Questions Are our children learning? Are they learning enough? How do we know? If not, why not? What are we going to do about it? Review

Each Milestone has Multiple Measures High Middle Intermediate Primary Foundation Grades 9–12 (4 years) Classroom Measures School and District Measures External Measures Grades 6–8 (3 years) Grades 3–5 (3 years) Grades K–2 (3 years)

All Means All Why are we doing this work? Vision: Prepare all students to thrive in their future. Mission: Every student will have the academic, creative problem-solving, and social emotional skills to be successful in college and career. Core Purpose: We inspire learning by providing the greatest education to each and every student. What do we need to do? Meet the needs of students who are not meeting the Evidence of Learning measures Meet the needs of students who are meeting the Evidence of Learning measures How are we going to do it? Data-Driven Analysis at a more granular level- the student level by grade School/Grade level goals achieved through responsive strategies that meet the needs of all students

Connecting the Work! Evidence of Learning Accountability Model School Improve-ment Planning Accountability Model Evidence of Learning Student Achievement in Relation to the EOL Below/Above the Line Continues to be Refined (Validity, Reliability, Predictability) Connecting the Work! Under Development (Achievement, Growth, Proficiency, and other variables)

Shifting the Conversation: Step-by-Step Exhibit A: Evidence of Learning : Analysis of ALL Students Are our students learning enough? Exhibit B: Student Goal Setting : Cohort Goal Setting How do we approach the number of students moving students toward the EOL? How do we approach moving students beyond the EOL? Exhibit C: Population Factors and Focus : Focused school / service group What is the data story and what will we do about it? Exhibit D: Responsive Strategies and Planning for Powerful Instruction If not, why not? If so, then what? Goal Setting How will we know we have been successful?

School Improvement Planning/Monitoring Former Process Evidence of Learning Separate measures and specific targets focused on school instructional goals Multiple measures with targets focused on cohort instructional goals School/Grade performance focus Cohort performance focus added School goal emphasized Student, cohort, and school goals Percentage meeting a target score on a given measure Number moving toward evidence of attainment on the Evidence of Learning Analysis of need and development of goals based on aggregate data Analysis of need and development of goals based on student level data

School Improvement Planning/Monitoring Continued Former Process Evidence of Learning Professional learning opportunities using aggregate data at the school/district level Professional learning opportunities aligned with teacher/staff needs based on student level data Separate systems of data – measures in isolation, single measure discussions, aggregate level decisions Common platform of data - data in one place, multiple measure discussions, student focused decisions One size fits all- same targets Customizing goals to student need based on multiple measures performance Change noted at the school and district level Change is noted at the student, classroom, grade level and school level Start with race/ethnicity Start with ALL students—performance for all race/ethnicity/service groups

Essential Questions Are our children learning? Are they learning enough? How do we know? Review

Exhibit A Evidence of Learning School Improvement Planning for Access, Opportunity and Achievement (for School Improvement Planning)

Exhibit A Why? How are our students doing? Evidence of Learning School Improvement Planning for Access, Opportunity and Achievement (for School Improvement Planning) All Means All: Positioning for the Challenge Below the Line Monitoring individual students below the line in meeting the EOL Observing patterns of success with the EOL across all measures for all students Using multiple measures analysis to review instructional decisions and course placement Above the Line Monitoring students above the line Engaging students who met two measures to boost them to three Using the evidence of attainment at three measures to determine student level goals that challenge beyond the EOL standard

Exhibit B Goals All Means All: Aspirational and SMART Goals Evidence of Learning School Improvement Planning for Access, Opportunity and Achievement All Means All: Aspirational and SMART Goals Challenging All Students Understanding the work is unique to each school and very complex in all schools Appreciating the work of schools varies in terms of how the EOL is monitored Allowing schools to set goals based on the number of students not meeting the EOL at each grade level Setting goals that provide multiple ways for schools to report out progress toward evidence of attainment on the EOL (readiness, transition, EOY) Cohort movement calculations Grade level readiness, transition and end-of- year attainment School Performance over time Growth toward the standard, and growth beyond the standard and more to come. This is the Accountability Connection (under development)

Exhibit C Who? What are we going to do about it? All Means All: Positioning for Strategic Central Services Support Identifying the challenge Using Unify to develop and communicate grade level student stories for those meeting and not meeting the Evidence of Learning Situating the school to understand patterns within the challenges Situating the district to understand school grade level stories and collectively, with the school embark on strategic instructional goals and focused support Deploying support with equity as a guiding principle in every responsive strategy

Essential Questions: The rest of the story…. If not, why not? What are we going to do about it?

Adaptive: Responsive to Need A systematic process for finding “root causes” of data findings. Once root causes are determined, we can begin to set goals and prioritize actions that lead to improvement. Student and grade level goals School goals The process involves guiding questions that lead to the identification of responsive strategies and planning for aligned powerful instruction Content Knowledge Programming/Scheduling Access/opportunity Equity/Cultural Awareness

Student, Grade, and School Level Planning and Goal Setting What is the focus group at each grade? Who are the students in the focus group at each grade level? Are the focus groups the same for each grade level? What content should be the focus for each group? What specific standards, skills should be the targeted for each student? What are we going to do for each student at each grade level specific to the focus group?

Once the focus groups and their needs have been identified we determine: What powerful instructional approaches are needed to directly impact students in need? What supports and resources are needed? What professional learning is necessary? How will we monitor the progress toward the established grade level and school level goals?

Thank you! Questions?