Montgomery County Public Schools May 14 2018 NAACP

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

A Promising Update

PARCC Algebra I Participation: Grade 8 Students 8 000 7 003 6 000 5 000 4 286 4 000 3 000 1 964 2 000 1 490 1 000 608 949 833 2 269 1 615 1 012 2 295 1 218 189 430 205 391 0 All Students Asian Black or African Am. Hispanic/Latino 2015 White 2017 FARMS Special Ed. ELL

PARCC Algebra I Participation: Grade 8 Students 2500 2 295 1 964 2000 1 490 1500 1 218 1 012 1000 re 833 % 500 % e as . 1 94 inc % 8. 4 e as e cr in 8 . 9 78 0 Black or African Am. Hispanic/Latino 2015 2017 FARMS

PARCC Algebra I Performance (3 or Higher): Grade 8 6 000 5 219 5 000 4 000 3 357 3 000 2 000 559 1 000 837 522 1 108 638 927 2 080 1 453 1 245 721 98 224 92 117 al ec i Sp 2015 2017 L EL Ed. S M R FA W /L ic pa n is H or B la ck te in at A an ic fr A ll A hi o . m an si A St ud e nt s 0

PARCC Algebra I Performance (3 or Higher): Grade 8 1400 1 245 1200 1 108 1000 927 800 721 638 600 522 400 200 0 . 6% 77 e r nc i r e as Black or African Am. % 7 3. 7 c in e Hispanic/Latino 2015 r s ea 2017 % 7 7 2. c in e s a e FARMS

AP/IB Course Enrollment

AP Exam Performance

SAT Participation Rates: MCPS Classes of 2016 and 2017 Percent of Graduates 62, 2 65, 6 100 75 50 25 0 2016 2017

SAT Participation Rates: MCPS Classes of 2016 and 2017 by Race/Ethnicity Class of 2016 Class of 2017 AS 83, 8 BL HI HI 45, 3 70, 6 2+ 73, 7 SAT Participation Rate 79, 9 BL 65, 2 WH AS WH 2+ 67, 1 46, 0 62, 7 67, 3 SAT Participation Rate 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 Keep performing at high levels Improve access, opportunity and achievement for all students

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? 13

Each Milestone has Multiple Measures High Grades 9– 12 (4 years) Middle Intermediate • Classroom Measures Grades 6– 8 (3 years) Grades 3– 5 (3 years) • School and District Measures • External Measures Primary Foundation Grades K– 2 (3 years) 14

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

Con (Va tinue Pre lidity, s to b e dic tab Reliab Refin ility ed ) , Connecting the Work! Evidence of Learning School Improvement Planning n nt i e em v e i Ach he EOL ne t n t Li de Stu tion to ve the Rela w/Abo Belo Accountability Model Under D evelop (Achiev men em Proficie ent, Growth t , ncy, an d othe r varia bles)

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? 21

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)

Exhibit B Goals Evidence of Learning School Improvement Planning for Access, Opportunity and Achievement

Exhibit C Who? What are we going to do about it?

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?