Indiana Student Achievement Institute InSAI Review & Revise ACHIEVEMENT DATA TARGETS

Note to the Steering Team. This presentation has been revised based on input from training sessions during this school year. It does not match the slides you were given at our InSAI Training Session. Please delete this slide before printing.

Step 1: REVIEW

Review & Revise - Annual Steering Team / Community Council / Full Faculty / Student Body 6 Strategy Selection 7 Strategy Plan Implementation Professional Development Anti-Resistance Evaluation 8 ACTION © American Student Achievement Institute 5 Areas of Concern ExpectationsCurriculumInstruction AssessmentExtra HelpGuidance Environment 3 Current Data 4 Data Targets 1 VISION 2 Vision Data

3 parts: 1. STUDENT GROUP Who will improve? 2. BENCHMARK What bar will they get over? 3.TARGETWhat % that will get over that bar? Examples: What is a data target? TARGETSTUDENT GROUPBENCHMARK 74%of the 8 th graderswill pass 2 sem of Alg 72%of the F/R studentswill pass ISTEP Math 63%of the class of 2017will pass ISTEP Math

Why worry about HIGH ACHIEVEMENT ?

Reason #1: OUTSIDE EXPECTATIONS PL221 NCLB Title I NCA

8 InSAI Requirement: % of all ISTEP tests that are passing The Number of Math and English Tests PASSED (in all grades) DIVIDED BY The Number of Math and English Tests TAKEN (in all grades)

9 InSAI Requirement: Student Group Not Meeting AYP

10 InSAI Requirement: Mastery of Indiana Academic Standards

11 Consider InSAI – Focal Points HS % graduating with successful college-level work: Advanced Placement Exam ≥ 3 International Baccalaureate Exam ≥ 4 Dual Credit (Core Transfer Library) MS % graduating with successful high school level work: Pass ALGEBRA I Core 40 End-of-Course Exam Pass BIOLOGY Core 40 End-of-Course Exam Pass ENGLISH 9 Core 40 Classroom Assessment ES % graduating with all A’s and B’s on their second semester report card for the final year of elementary school in the following subjects: Math Science English

12 Consider NCLB and PL221 Data Fields NCLB (to meet AYP) PL221 (for category placement) BASED ON ACHIEVEMENT % of students passing ISTEP Math % of students passing ISTEP Eng % graduating (HS only) BASED ON IMPROVEMENT % of all ISTEP English + Math tests in all grades that are passing Must meet AYP to be placed in the top two categories

13 Title I Expectations: Address a student groups not meeting AYP Address subjects not meeting AYP

Consider District Achievement Goals Student Group BenchmarkCurrentTarget Type 14

Reason #2: CORE CONVICTIONS (vision social justice)

Your School’s Vision Statement 100%

Reason #3: GLOBAL ECONOMICS (helping students prepare to work in a global economy)

TWO MILLION MINUTES A documentary film

19 Why did Robert Compton make this film?

TWO MILLION MINUTES Robert Compton 20 Today’s technology allows companies to send high-wage work all over the world. Companies send jobs to countries where workers:  Are highly educated  Can use skills to master complex, technical, and growing fields  Know how to learn  Can adapt to change  Work at the most efficient cost

21 ROBERT COMPTON Investments in India and China. Very impressed with Indian and Chinese workers Visited the schools where they were educated Shocked “Global education standards have passed us by. We are being passed by in the two largest countries with the two fastest growing economies in the world... India and China.”

What will you see in this film? 22

23 SOLUTIONS

TWO MILLION MINUTES Experts 24 Higher Education Policy Makers Government Agencies High-Tech Companies Non-Profit Organizations

TWO MILLION MINUTES Data 25 How do students spend their time? What do they learn?

TWO MILLION MINUTES Students 26 India China United States

CHINAINDIAU.S.A. Name Nanyang Model HS St. Paul’s English School Carmel HS Location ShanghaiBangaloreCarmel, Indiana Government School YesNo *Yes Enrollment 1, (K-12)4,000 College Bound Most92% High Schools in the Film * 1/3 of all schools in India are for-profit 27

Colleges in the Film - Competitiveness SCHOOL Percent Accepted Purdue University *85 % Indiana University *70 % Harvard *10% Yale *9 % India Institute of Technology **1 % Peking University ***1% *Source: College Board, 2007 ** Source: Two Million Minutes *** Source Kyushu University Magazine, Summer

Listen for these remarks: 29

2MM Remark There is a battle being fought around the world for the future of the global economy. Two Million Minutes

2MM Remark Now you have the Indian and the Chinese on a level playing field with the U.S. This has never happened before. Vived Wadhwa Executive in Residence Duke University

2MM Remark THE QUIET CRISIS: This is another moment when the world is shifting. Shirley Ann Jackson Former Chairman U.S. Nuclear Regulatory Commission

TWO MILLION MINUTES Scouting the Competition 33

TWO MILLION MINUTES 34

GUIDED DISCUSSION 35

PARENT REALITY What do parents in India and China believe their children deserve? “Our children deserve...” 36

37 Write responses here From the perspective of Indian and Chinese parents: Our children deserve:

PARENT REALITY What do parents in the U.S. believe their children deserve? “Our children deserve...” 38

39 Write responses here From the perspective of U.S. parents: Our children deserve:

EDUCATION REALITY What challenges do U.S. teachers face when trying to educate students at a rigorous level? 40

41 Write responses here Challenges faced by U.S. teachers:

ECONOMIC REALITY Does it matter to a global employer if an applicant comes from a country that educates all students? 42

ECONOMIC REALITY Does it matter to a global employer if an applicant spent 20 hours a week on a hobby during high school? 43

ECONOMIC REALITY Does the degree to which the citizens of an applicant’s country are hungry to improve their standard of living matter to a global employer? 44

ECONOMIC REALITY What does ready mean in a global economy? 45 Academic Skills Soft Skills Habits of Mind Informational reading Persuasive writing Oral presentation Data analysis & stats Math application Teamwork Work ethic Responsibility Attendance Punctuality Time management Analysis Interpretation Precision & accuracy Problem solving Reasoning Source: Education Week, What Does Ready Mean? June 2007

COLLEGE REALITY What do colleges evaluate? 46 College Admission Folder 1.Application 2.Academic Record 3.Standardized Test Scores 4.Recommendations 5.Personal Factor How students spend their free time. Sports, music, community service, hobbies, etc. Source: Parts of an Admission Folder, National Association of College Admissions Counselors, 2008

THE BOTTOM LINE If we  care about our students,  understand global economics, we can no longer do business as usual. We must  do whatever it takes to help all students learn at a globally competitive standard. 47

TWO MILLION MINUTES A Public Discussion 48 Thank you for attending.

Step 2: REVIEW CURRENT DATA TARGETS

Step 3: ANALYZE UPDATED DATA (Longitudinal Achievement Data Report)

Student Group # of students # meeting benchmark % meeting benchmark All Students % Female % Male % Free/Reduced Lunch % Paid Lunch % Special Ed - IEP % General Ed % PRACTICE Student Group: Class of 2010 Benchmark: Earning mastery grade (B) 8th grade Eng for the second semester

Student Group # of students # meeting benchmark % meeting benchmark All Students % Female % Male % Free/Reduced Lunch825061% Paid Lunch % Special Ed - IEP582034% General Ed % PRACTICE Student Group: Class of 2010 Benchmark: Passing ISTEP Eng in 9 th Grade

Current Achievement Data Targets (Data Target Summary) Student Group BENCHMARKBaselineTarget Date Type © American Student Achievement Institute

Task: Current Data Analysis 1.Individual Place sticky-notes on the poster provided to reflect your response to these questions: a.How does our current data compare to our vision data? b.What data fields concern you? c.What data fields please you? d.What evidence (if any) do you see of achievement gaps? e.How do teacher grades compare to achievement test grades? 2. Group Discuss the sticky notes FINISH – 11:15 Break as Needed

Step 4: CONSIDER EACH CURRENT DATA TARGET

Task: Current Data Target Analysis (Data Target Summary) For each of our current data fields, should we... a.Omit the data field? b.Continue as currently written? c.Continue but revise the target(s)?

Current Achievement Data Targets Continue? Omit? Revise? Student Group BENCHMARKBaselineTarget Date Type © American Student Achievement Institute

Step 5: SELECT NEW DATA FIELDS

Consider ALIGNING DATA FIELDS (drill down) % of all ISTEP tests that are passing % of all ISTEP math tests that are passing % of free / reduced ISTEP math tests passing % of free / reduced mastering Algebra and functions standard (TARGET)

Consider ALIGNING DATA FIELDS (drill down) % of all students earning Core 40 Diploma % of all students passing Chemistry I % of free-reduced students passing Chem % of free-reduced Hispanic students passing Chem I (TARGET)

Important Note: New data fields may require new strategies

SELECTING THE DATA FIELDS TASK ONE TASK 1:Write your thoughts on the Data Field Personal Reflection sheet (document 3.5). Which NEW data fields (if any) do you think the school should target next year?

SELECTING THE DATA FIELDS TASK TWO TASK 2:Share your ideas with the group. As ideas are shared, we will write them at the bottom of the instagraph.

SELECTING THE DATA FIELDS TASK THREE TASK 3:Place “sticky dots” (or X’s) above those items that you would like to see the school target next year. We take the number of items at the bottom of the instagraph and divide by three. Each person gets that many “sticky dots.”

Next Steps: Steering Team will... 1.Talk to all three groups: Full Faculty Community Council Student Body 2.Ask you to review their recommendation: Data fields Data targets

Indiana Student Achievement Institute InSAI Review & Revise ACHIEVEMENT DATA TARGETS