1. Harnett County Schools Continuous Improvement 2012-13 Coats-Erwin, Dunn, and Harnett Central Middle Schools HB 200 Day #1, September 21, 2012

2. 2 Our goal (and the new accountability model’s goal) is to… improve student outcomes, increase graduation rates, and close achievement gaps. Purpose Align and Clarify... expectations and actions!

3. Objective for October 4, 2011 District and school teams will begin building a problem-solving culture for continuous improvement. 3

4. 4 7 Step 7 Analysis of the Intervention Plan make a team decision on the effectiveness of the intervention 1 Step 1 Define the Problem Develop a behavioral (observable) definition of problem 2 Step 2 Develop an Assessment Plan Generate a hypothesis and assessment questions related to the problem 3 Step 3 Analysis of the Assessment Plan Determine if problem is correctly defined 4 Step 4 Generate a Goal Statement Specific Description of the changes expected in student behavior 5 Step 5 Develop an Intervention Plan Base interventions on best practices and research- proven strategies 6 Step 6 Implement the Intervention Plan Provide strategies, materials, and resources: include progress monitoring Data

5. 5

6. Concerns from the field... ? For example... What are our barriers to success? Insufficient Rigor, Non-collaborative Relationships, Inadequate Time-on-Task, Failure to shift daily paradigm to more “student talk” (move from Sage on the Stage to Guide on the Side ), Weak Learning Targets/ Formative Assessment, Limited Student Engagement, Don’t recognize the need for change (uncomfortable). 6

7. Know our students. Make learning relevant. Align (clear, standards-based learning targets), design (differentiation, higher- order questions, technology), and deliver (SIOP, wait time) lessons and assessments (formative, benchmarks, summative) to point of student mastery. Know our data to apply appropriate interventions; share our results. Holmes (for C&I team at Summer Leadership) SIP EXPECTATIONSSIP EXPECTATIONS PRINCIPALEXPECTATIONSPRINCIPALEXPECTATIONS CLASSROOMCLASSROOM STUDENTOUTCOMESSTUDENTOUTCOMES

8. School Culture

9. Mindset Mindset

10. Carol Dweck Motivation is often more important than your initial ability in determining whether you succeed in the long run. In fact many creative geniuses were not born that way. They were often fairly ordinary people who became extraordinarily motivated.

11. Mindsets

12. Do you believe?

13. -from Carol S. Dweck’s “Mindsets and Equitable Education” in Principal Leadership (January 2010).

14. Achievement Gap Low Time High Low Achievement High Majority Minority Expectation Gap

15. Mindsets Habits

16. Instruction – Big Changes 1.Rigor 2.Grade Level Shift 3.Text Complexity 4.Schoolwide Literacy 5.Close Reading 6.Writing 7.Student Engagement 8.Instructional Time 9.Approaches to teaching 10.Professional Development

17. Six Instructional Shifts in Math 1.Focus – Fewer and Deeper 2.Coherence – Connect across grades 3.Fluency – Speed and Accuracy 4.Deep Conceptual Understanding 5.Application - to real-world situations 6.Dual Intensity – Fluency + Understanding http://engageny.org/wp-content/uploads/2011/08/instructional_shifts.pdf

18. Six Instructional Shifts in ELA 1.Text – Narrative vs. Informational 2.Cross-Content 3.Text Complexity 4.Text-Based Response (“Close Reading”) 5.Writing from Sources 6.Academic Vocabulary http://engageny.org/wp-content/uploads/2011/08/instructional_shifts.pdf

19. Text Complexity Bands Revised August, 2012

20. http://www.leadered.com/rrr.html

21. The Happiness Hypothesis -from Dr. Mel Riddile’s regional presentation Rigor in the Classroom (9.18.2012)

23. Effective reform is a problem-solving culture (Plan/Do/Study/Act): Productive teams yield:

25. 1.Teaching Bell-to-Bell 2.Defined Beginning 3.Essential Question and Agenda 4.Whole class instruction 5.Engaged Students What to “look for” in a rigorous, standards-based classroom:

26. What to look for in a rigorous, standards-based classroom: 6.Close Reading and Writing 7.Higher Order Thinking and Questioning 8.Frequent Checks for Understanding 9.Real-World Application 10.Closure - Formative Assessment

31. What Are SMART GOALS? S pecific, strategic M easurable A ttainable R esults-oriented T ime-bound

32. BACKWARD DESIGN To begin with the end in mind means to start with a clear understanding of your destination. It means you know where you’re going…so the steps you take are always in the right direction!

33. WHAT IS BACKWARD DESIGN? It’s thinking about assessment before Deciding how you teach BEFORE Planning instruction How will the student prove he/she understands..?

35. 35 Effective use of Revised Bloom’s Taxonomy increases the probability of improved validity of assessment and improved quality of instruction through the alignment of standards, instructional activities/materials, and assessments.

36. Standards help teachers Source: The Chronicle of Higher Education, SCHOOL & COLLEGE, http://schoolandcollege.com/articles/2006/03/01a00901/index.html#views. Percentage of teachers who said their instruction has been helped by having clearly specified learning goals for students 82%

37. 37

38. Essential Questions Example: How does fear threaten freedom? Sets the focus of the lesson No single right answer Raise other questions Id’s what student will able to do/know at the end of the lesson

39. Identify desired results Determine acceptable evidence Plan learning experiences & instruction Culminating Project or Performance task

40. New Accountability Model Indicators Performance Composite from End of Course/Grade Assessments Post-Secondary Readiness Student Growth from End of Course/Grade Assessments Graduation Rates Math Course Rigor Post-Secondary Readiness Graduation Rates Math Course Rigor Δ Δ Δ Absolute Performance IndexGrowth Index 40 How well does this school prepare students? Are they getting better over time? Are students learning important things? Are students graduating? Are students taking and passing challenging classes? Overview

41. 41

42. Understanding New AMOs 2010-2011 Baseline 2011-2012 Targets 2012-2013 Targets 2013-2014 Targets 2014-2015 Targets 2015-2016 Targets 2016-2017 Targets Reading Subgroup GSHSGSHSGSHSGSHSGSHSGSHSGSHS Total (All students) 72.884.275.185.577.386.879.688.281.989.584.190.886.492.1 Native American 57.772.861.275.164.877.368.379.671.881.975.384.178.986.4 Asian 79.181.080.882.6 84.284.385.886.187.387.888.989.690.5 Black 54.074.757.876.861.778.965.581.069.383.173.285.277.087.4 Hispanic 57.675.661.177.664.779.768.281.771.783.775.385.878.887.8 Multiracial 73.386.675.587.777.888.880.090.082.291.184.492.286.793.3 White 81.790.483.291.284.892.086.392.887.893.689.394.490.995.2 Economically Disadvantaged 57.975.661.477.664.979.768.481.771.983.775.485.879.087.8 Limited English proficent 37.232.142.437.847.743.452.949.158.154.763.460.468.666.1 Students With Disabilities 39.545.944.550.449.654.954.659.459.763.964.768.469.873.0 100 - 57.6 means 42.4% are not proficient. Decrease by half in equal increments over 6-years means 42.4/2 = 21.2. 21.2 point improvement over 6 years 21.2/6 ≈ 3.5 point increase every year 42 Wednesday, February 2, 2012

43. Gap Closure Gap Closure over time. 43 Wednesday, February 2, 2012

44. Gap Closure The furthest behind must improve at the fastest rate. Steeper targets mean accountability for closing gaps. 44 Wednesday, February 2, 2012

45. Assessment How do I get READY for the new summative assessments?

46. Getting Ready Step 1: Dig into the Standards. Where do I go to do that? For Common Core www.ncpublicschools.org/acre/standards/common-core-tools/ www.ncpublicschools.org/acre/standards/common-core-tools/ For Essential Standards http://www.ncpublicschools.org/acre/standards/support-tools/ http://www.ncpublicschools.org/acre/standards/support-tools/

47. Getting Ready Content Specifications http://www.ncpublicschools.org/acre/assessment/online/ http://www.ncpublicschools.org/acre/assessment/online/ Step 2: Internalize Content Specifications Where do I go to do that?

48. Content Specification Important Notes: The weightings shown in the content specifications are developed based on the relative importance of the content. Particularly in literacy, there are skills that we value and you will teach but we will not assess in the current assessment system (e.g. speaking and listening).

49. Content Specification Literacy Grade 3Grade 4Grade 5Grade 6Grade 7Grade 8Eng II Reading for Literature 32–37%30–34%36–40%32–36%34–38%31–35%30–34% Reading for Information 41–45%45–49%37-41%41–45% 42–46%32–38% WritingNA 14–18% Language20–24%19–21%21–25% 19–23%20–24%14–18% Reading Foundations and Speaking and Listening Skills will not be assessed on the 2012-13 and 2013-14 assessment. SMARTER Balanced does plan to assess both of the above in 2014-15. *Field testing can influence the weighting slightly

50. Content Specification Math Grade 3Grade 4Grade 5 Operations and Algebraic Thinking30–35%12–17%5–10% Number and Operations in Base Ten5–10%22–27% Number and Operations—Fractions20–25%27–32%47–52% Measurement and Data22–27%12–17%10–15% Geometry10–15%12–17%2–7% Grade 6Grade 7Grade 8 Ratios and Proportional Relationships7–12%22–27%NA The Number System27–32%7–12%2–7% Expressions and Equations27–32%18–23%27–32% FunctionsNA 22–27% Geometry17–22%25–30%20–25% Statistics and Probability7–12%15–20%

51. Content Specification Math Algebra I/Integrated I Number and Quantity30–35% Algebra5–10% Functions20–25% Geometry22–27% Statistics and Probability10–15%

52. Getting Ready Item Types http://thismeeting.wikispaces.com/ http://thismeeting.wikispaces.com/ Step 3: Review New Item Types, Items and Released Forms Where do I go to do that? Released Forms Coming in Fall of 2012 Tutorial of New Assessments http://go.ncsu.edu/nctdemo http://go.ncsu.edu/nctdemo

53. Getting Ready New Item Types and Items Constructed-Response and Technology-Enhanced Items Mathematics: gridded response items o Grades 5-8 and Math I (Algebra I/Integrated I) Calculator Inactive: Grades 3-8 and Math I (Algebra I/Integrated I) o One-third to one-half of grades 3-8 o One-third of Math I (Algebra I/Integrated I) English II: short constructed response, technology- enhanced and multiple choice

54. Grade 5 Science TE Item 5.P.1.2 Infer the motion of objects in terms of how far they travel in a certain amount of time and the directions in which they travel (RBT = Conceptual/Understand; DOK = 2) This distance/time graph shows the distance covered by an insect crawling across a table. Using the information on the graph, place (click and drag) the remaining distances to complete the table below. Distance traveled in 10 secondsDistance traveled in 20 secondsDistance traveled in 25 seconds 20 cm 30 cm40 cm50 cm Distance Time Graph

55. Grade 8 Science TE Item 8.L.4.1 Summarize the use of evidence drawn from geology, fossils, and comparative anatomy to form the basis for biological classification systems and the theory of evolution (RBT = Conceptual/ Understand; DOK = 2) List of Species and Their Characteristics Estuarine species inhabit coastal areas; they are adapted to a mix of salt and fresh water Desert species are adapted to hot, arid areas which have large temperature fluctuations Very rare tree species inhabit the Amazon basin Reef-building coral inhabit coastal areas; their health and growth are negatively affected by pollutants Salamander species in the southern U.S. depend on flowing water to keep oxygen levels high enough for survival If the changing conditions in the chart below occur, which species listed above will likely go extinct? Drag and drop the species that will most likely go extinct for each changing condition. Changing ConditionsSpecies Likely to Go Extinct Sea levels rise rapidlyEstuarine Prolonged drought Deforestation in South America Catastrophic oil spill in a coastal region Amazon rare treeDesert Reef-building coralSalamander

56. Grade 6 Constructed Response Item Calculator: Inactive DOK: Skill/Concept Domain: Expressions and Equations Standard: 6.EE.7 Solve real- world and mathematical problems by writing and solving equations of the form x + p = q and px = q for cases in which p, q and x are all nonnegative rational numbers. A company is having a picnic. The expenses will be for music and refreshments. The music will cost $150. The refreshments will cost $125. Tickets will be sold for $2.50 per employee. What is the minimum number of tickets that must be sold to pay for the picnic expenses? Note that students receive instructions and practice for gridding answers.

57. Math I Constructed Response Item Calculator: Inactive DOK: Skill/Concept Domain: Interpreting Functions Standard: F.IF.4 For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity. The daily profit, P, of a business that sells x units of a product each day is given by the function P = – 2x 2 + 200x + 3,000. The number of units sold on Tuesday was 10 less than the number needed for maximum possible profit. What is the difference between the actual profit on Tuesday and the maximum possible profit? Enter your response here: Only 0, 1, 2, 3, 4, 5, 6, 7, 8, 9,., -, and / are allowed.

58. 25% and Retesting A score for EOCs (0-100 scale) will be provided to schools to be used in calculation of student grade (before achievement levels are established) No retesting in 2012-2013 because of the establishment of new achievement levels

59. 2012-2013 School Calendar - Draft Aug Sep Oct Nov Dec Jan Feb Mar Apr May June July Aug Sept Oct New State Tests (3-8 ELA and Math; 5 & 8 Science; 3 High School Exams) ACT, PLAN, EXPLORE, WORKKEYS SMARTER Balanced (Development Work) PLAN EXPLORE ACT March 5, 2013 March 19, 2013 (make-up) March 5-19 (accommodations testing) WorkKeys New Assessments Compilation of New Data Standard Setting READY Report to SBE 20122013 Teacher teams write field test items Last ABCs Report Pilot test of summative and interim assessment items and performance tasks 2 nd Tech Readiness Tool Collection Windows 59 WorkKeys for Early Graduates in Dec

60. http://www.teacherstoolbox.co.uk/T_effect_sizes.html Hattie Effect Size Table (2011) Hattie says ‘effect sizes' are the best way of answering the question ‘what has the greatest influence on student learning?'

61. http://www.teacherstoolbox.co.uk/T_effect_sizes.html

62. 62