1. Montgomery County Public Schools
May 14, NAACP- Parent Group

2. A Promising Update

3. 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 % increase
Students who are Limited English Proficient – 90.7% increase

4. 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 % increase
Students who are Limited English Proficient – 90.7% increase

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

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

7. AP/IB Course Enrollment

8. AP Exam Performance

9. SAT Participation Rates: MCPS Classes of 2016 and 2017

10. 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

11. Focusing on Structures and Processes
School Improvement Planning Process

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

13. 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

14. 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)

16. 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

17. 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)

18. 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?

19. 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

20. 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

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

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

23. 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

24. 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)

25. 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

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

27. 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

28. 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?

29. 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?

30. Thank you! Questions?