1. Towards a Common Goal: Preparing ALL students to make meaningful contributions to the world Minority Student Achievement Advisory Committee October 21, 2015

2. Agenda Review of data shared between LCPS and MSAAC over the past three years Review of strategies for addressing achievement gaps Summary of progress and areas for improvement based on the results Next steps for continuing the partnership between LCPS and MSAAC

3. HIGH EXPECTATIONS FOR ALL STUDENTS THROUGH ACCESS TO RIGOROUS COURSEWORK

4. Research on Student Achievement School-Level Factors RankMarzano Scheerens and Bosker Simmons Levine and Lezotte Edmonds Guaranteed and Viable Curriculum 1 Opportunity to Learn Content Coverage Concentration on Teaching and Learning Focus on Central Learning Skills Emphasis on Basic Skill Acquisition Time Challenging Goals and Effective Feedback 2 Monitoring High Expectations High Expectations and Requirements High Expectations for Student Success Pressure to Achieve Monitoring Progress Appropriate Monitoring Frequent Monitoring of Student Progress Parental and Community Involvement 3Parental Involvement Home-School Partnership Salient Parental Involvement Safe and Orderly Environment 4School Climate A Learning Environment Productive Climate and Culture Safe and Orderly Atmosphere Conducive to Learning Positive Reinforcement Pupil Rights and Expectations Collegiality and Professionalism 5 Leadership Professional Leadership Strong Leadership Strong Administrative Leadership Cooperation A Learning Organization Practice-Oriented Staff Development

5. Importance of High Expectations Research shows the importance of having high expectations for all students. High expectations can be displayed through: – Rigorous and challenging instruction; – Requirements for high quality of student work; – General course requirements; and – Participation in advanced courses.

6. Course Requirements General course requirements for graduation are used to prepare students for college or careers. Students who participate in advanced courses must be prepared for higher levels of rigor and expectations. Advanced courses are not required for but are related to success in college.

7. Equality vs. Equity Access to advanced courses is important for all students. Equality focuses on treating each person in the same way. Equity focuses on giving each person what he/she needs to succeed. Equity may require providing some people with more support/resources than others.

8. % of Students Taking AP/Honors Courses in High School

9. Research Spotlight on Success: Strategies for Equity and Access, College Board 2012: – The Role of Peers – Starting College in High School – Early Algebra – Parent Engagement – Invigorating Learning – Making the Commitment – Strategic Planning in High School – The Role of Counselors – AP for All

10. HIGH ACHIEVEMENT FOR ALL STUDENTS THROUGH SCHOOL IMPROVEMENT PLANNING

11. Accountability Year 2012-20132013-20142014-20152015-20162016-20172017-2018 Assessment Year 2011-20122012-20132013-20142014-20152015-20162016-2017 All Students 8566697278 Proficiency Gap Group 1 7652596572 78 Proficiency Gap Group 2 (Black Students) 7649576471 Proficiency Gap Group 3 (Hispanic Students) 8053606672 Students with Disabilities 5930425466 LEP Students 7644526169 Economically Disadvantaged Students 7652596572 White Students 9074757677 Asian Students 9280Continuous progress Reading AMOs

12. Accountability Year 2012-20132013-20142014-20152015-20162016-20172017-2018 Assessment Year2011-20122012-20132013-20142014-20152015-20162016-2017 All Students 616466687073 Proficiency Gap Group 1 4752576368 73 Proficiency Gap Group 2 (Black Students) 4551566267 Proficiency Gap Group 3 (Hispanic Students) 5256606569 Students with Disabilities 3341495765 LEP Students 3946535966 Economically Disadvantaged Students 4752576368 White Students 6869707172 Asian Students 82Continuous progress Math AMOs

13. Indicators of Effective Practice- Required (ES and MS) Targeted Interventions TA01 The school uses an identification process (including ongoing conversations with instructional leadership teams and data points to be used) for all students at risk of failing or in need of targeted interventions. TA02 The school uses a tiered, differentiated intervention process to assign research-based interventions aligned with the individual needs of identified students (the process includes a description of how interventions are selected and assigned to students as well as the frequency and duration of interventions for Tier 2 and Tier 3 students). TA03 The school uses a monitoring process (including a multidisciplinary team that meets regularly to review student intervention outcome data and identifies “triggers” and next steps for unsuccessful interventions) for targeted intervention students to ensure fidelity and effectiveness.

14. Indicators of Effective Practice- Areas for Self Assessment (ES and MS) The following indicators must be assessed by all schools (two must be chosen for implementation) IE08 The principal spends at least 50% of his/her time working directly with teachers to improve instruction, including classroom observations. IF08 Professional development for the whole faculty includes assessment of strengths and areas in need of improvement from classroom observations of indicators of effective teaching. ID10 The school’s Leadership Team regularly looks at school performance data and aggregated classroom observation data and uses that data to make decisions about school improvement and professional development needs. IID11 Instructional Teams review the results of unit pre-/post-tests to make decisions about the curriculum and instructional plans and to "red flag" students in need of intervention (both students in need of tutoring or extra help and students needing enhanced learning opportunities because of their early mastery of objectives). VA10 Teachers create effective classroom discussions, questions, and learning tasks that elicit evidence of learning. These include strategies for gathering information such as on-the-fly, planned, and curriculum embedded assessments. VC01 Teachers use evidence of student learning as feedback to adapt and differentiate instruction to meet the needs of the different students. VC02 Teachers use feedback to respond quickly to students’ learning needs. This includes on the spot changes during a lesson (when it is obvious students are not understanding), as well as anticipating where students might struggle and planning ahead to address those needs.

15. CLOSING THE ACHIEVEMENT GAP THROUGH PARENT AND TEACHER PRACTICE

16. The Achievement Gap The “achievement gap” in education refers to the disparity in academic performance between groups of students. The achievement gap shows up in grades, standardized-test scores, course selection, dropout rates, and college-completion rates, among other success measures. (Education Week: July 7, 2011)

17. Closing the Achievement Gap: Taking Action John Hattie summarized research across hundreds of studies over the last few decades. Student factors related to achievement: – Motivation – Concentration, persistence and engagement Parent factors related to achievement: – Parent involvement (aspiration, supportive parenting, high expectations and teaching literacy skills were far more important than rewards, monitoring homework and restrictions for bad grades)

18. Effective Teachers-What the Research Says Teacher credibility (know the difference between “surface” and “deep” content and learning) Classroom discussion (climate of trust where mistakes are part of learning) Teacher clarity (clear expectations/criteria for success in the class for students) Feedback (inform students of how well they are learning by skill and understanding)

19. Effective Teachers-What the Research Says Teacher-student relationships (care, trust, cooperation, respect, team skills) Classroom behavior (learning is cool; trust between teacher-student and student- student) Teaching strategies (connect new knowledge to prior knowledge; integrate knowledge) Not labelling students (all students can reach the success criteria)

20. HOW MUCH PROGRESS HAVE WE MADE?

21. Mission Empowering all students to make meaningful contributions to the world.

22. Strategic Goals 1.Develop knowledgeable critical thinkers, communicators, collaborators, creators, and contributors. 2.Cultivate a high-performing team of professional focused on our mission and goals. 3.Deliver effective and efficient support for student success.

23. Benchmarking Performance 23 Progress on Warning Sign

24. Benchmarking Performance 24

25. Benchmarking Performance 25

26. Benchmarking Performance 26

27. Benchmarking Performance

29. Benchmarking Against Other Divisions 29

30. Benchmarking-Graduation SubgroupState % GraduatedLCPS % Graduated All Students90.595.6 Female92.596.4 Male88.594.8 Black86.295.4 Hispanic84.086.4 White92.998.0 Asian95.796.4 American Indian87.890.0 Two or more races92.597.5 Students with Disabilities88.495.2 Economically Disadvantaged8587.4 Limited English Proficient6866.8 Homeless74.981.6

31. National Benchmarking 31

32. Summary of Results In LCPS, 85-90% of students are proficient in the core content areas. Over 95% of LCPS students graduate within six years of entering the 9 th grade. Many schools meet all AMOs. Most other schools meet all but one or two AMOs. Almost all schools are accredited.

33. Summary of Results Bright Spots Increases in Reading and Math for all student groups. Significant gains in Reading and Math for ELLs. Matching or outperforming the state averages. Gains for schools in improvement status. Areas for Growth No growth in Social Science and Science. Increase in schools not meeting AMO. Grade 8 Math. Continue to close the opportunity gaps for ELL and Black and Hispanic students.

34. Next Steps LCPS will support and monitor the implementation and impact of One to the World, Project-Based Learning and Bring Your Own Technology for all students. LCPS is developing a strategic plan with action steps to address our gaps for discipline and academic achievement for Black and Hispanic students, ELL students and students with IEPs.

35. Questions