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Aspirational Goal 1 (Part 1) and Bridge to Excellence Master Plan Update

Accelerated Achievement and Equity, Curriculum, Instruction, and Innovation,

School Administration and Leadership, System Accountability & School Improvement, and

Technology InfrastructureOctober 10, 2018

Presenter(s):Jamie Aliveto, Director, System Accountability & School Improvement (SASI)

Nancy Doll, Principal, Linganore HighFrank Vetter, Principal, Walkersville Middle

Kathy Gull, Achievement Specialist, Accelerating Achievement and Equity (AAE) Larry Steinly, Supervisor, Accelerating Achievement and Equity (AAE)

Academics, Communications, Technology and Student Achievement

ASPIRATIONAL GOAL 1:FCPS will equip each and every student to be an

empowered learner and an engaged citizen to achieve a positive impact in the local and global community.

• Priority 1—FCPS will provide each and everystudent high quality instruction that fostersinquiry, creative thinking, complex problemsolving, and collaboration.

• Priority 2—FCPS will raise achievement for allstudents and eliminate achievement gaps.

• Priority 1—FCPS will provide each and everystudent high quality instruction that fostersinquiry, creative thinking, complex problemsolving, and collaboration.

• Priority 2—FCPS will raise achievement for allstudents and eliminate achievement gaps.

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Priorities 1 and 2 (Part 1)—High Quality Instruction, Raising Achievement for All Students, Closing Achievement Gaps:

Performance on accountability tests (PARCC Performance) with a focus on each English learners, students with special needs, and gaps in student achievement

Additional Goal 1 Measures (Part 2)

Perceptual data related to high quality instruction College and Career Readiness measures Access to advanced coursework Local assessment measures

(To be presented 10/24/18)

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State Assessment Performance

Four Year Trend

PARCC English Performance Levels 3-52015 - 2018 Results—Percent of Test Takers

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PARCC English Performance Levels 4-52015 - 2018 Results—Percent of Test Takers

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PARCC English 10 and Algebra 1 Performance-1st Time Test Takers

PARCC Math Performance Levels 3-52015 - 2018 Results—Percent of Test Takers

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PARCC Math Performance Levels 4-52015 - 2018 Results—Percent of Test Takers

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PARCC English 10 and Algebra 1 Performance-1st Time Test Takers

State Assessment Performance

Comparison to State and State Ranking

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PARCC English Performance: State Comparison

>15% above state

>10‐14.9% above state

<10% above state

PARCC Math Performance: State Comparison

>15% above state

>10‐14.9% above state

<10% above state

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State Assessment Performance

Achievement Gaps

51.8% 50.6% 53.0% 51.2%

70.8%69.7% 69.5% 71.2%

34.1% 35.4%

38.9% 39.0%

34.0% 33.3%35.3% 35.0%

57.0% 56.0%

58.9%57.1%

51.9% 51.0%

53.4%49.4%

25.0%

35.0%

45.0%

55.0%

65.0%

75.0%

2015 2016 2017 2018

Percent of Students at Performance Level 4 or Higher by Race/Ethnicity, 2015-2018, ELA (Grades 3-5)

All Students

Asian

Black or AfricanAmerican

Hispanic /Latino any race

White

Two or More Races

American Indian or AlaskaNative & Native Hawaiian or Other Pacific Islander are included in All Students numbers but because they make up <1% of the FCPS student population, they are not being shown individually on this chart.

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34.1%35.4%

38.9% 39.0%

54.1% 52.7%55.0% 53.0%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

2015 2016 2017 2018

Percent of Students at Performance Level 4 or Higher by Race/Ethnicity, 2015-2018, ELA (Grades 3-5)

Black or African American vs All Other Races

Black or AfricanAmerican

All Other Races

2015 Gap: 20.0%

2018 Gap: 14.0%

DECREASE by 6.0%

34.0% 33.3%35.3% 35.0%

54.7% 53.7% 56.4% 54.7%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

2015 2016 2017 2018

Percent of Students at Performance Level 4 or Higher by Race/Ethnicity, 2015-2018, ELA (Grades 3-5)

Hispanic / Latino any race vs All Other RacesHispanic /Latino anyrace

All Other Races

2015 Gap: 20.7%

2018 Gap: 19.7%

DECREASE by 1.0%

9.1%10.9%

12.3%13.4%

56.8% 55.0%57.6%

56.0%

7.6%5.7% 4.9%

9.9%

54.5% 53.7%

56.5%

54.4%

29.2% 29.2%31.7% 31.2%

59.6% 59.6%62.2%

59.7%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

2015 2016 2017 2018

Percent of Students at Performance Level 4 or Higher by Service Group, 2015-2018, ELA (Grades 3-5)

Students with Disabilities

Not Students withDisabilities

English Learners

Not English Learners

Free/Reduced Meals

Not Free/Reduced Meals

Students w/Disabilities 2015 Gap: 47.7%

2018 Gap: 42.6%DECREASE by 5.1%

English Learners2015 Gap: 46.9%2018 Gap: 44.5%

DECREASE by 2.4%

Free/Reduced Meals2015 Gap: 30.4%2018 Gap: 28.5%

DECREASE by 1.9%

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PARCC English Language Arts: Changes in Measured Achievement Gaps 2015 to 2018Student Group Content and Level *Change in Gap: Performance

Levels 4 and 5*Change in Gap: Performance

Levels 3, 4, & 5

African American Elementary ELA -6 -1.9

Middle ELA -6.8 -5.8

High ELA -1.4 -14.9

Hispanic Elementary ELA -1 -5.2

Middle ELA +5.1 +4.9

High ELA +9.7 +9.5

English Learners Elementary ELA -2.4 -13.8

Middle ELA +10.6 +6.1

High ELA +17.4 +8.2

Free and Reduced Meals Elementary ELA -1.9 -1.6

Middle ELA +2.1 +3.2

High ELA +4.1 -4.8

Students With Disabilities Elementary ELA -5.1 -7.3

Middle ELA +9.8 na

High ELA +14.6 -5.5

*Change in percentage points from 2015 to 2018 using student group vs. non-student group methodology; changes of more than .5 reflected

The African American achievement gap in ELA is decreasing at all levels of performance and grade bands.

Gaps for all student groups at the elementary level are closing in ELA 

While gaps in ELA are increasing for students in poverty and students with disabilities at 

performance levels 4 and 5, they are primarily decreasing when 

including level 3.

Achievement gaps in ELA for Hispanic 

students and English Learners are widening at the secondary level.

PARCC Math/Algebra 1: Changes in Measured Achievement Gaps 2015 to 2018Student Group Content and Level *Change in Gap: Performance

Levels 4 and 5*Change in Gap: Performance

Levels 3, 4, & 5

African American Elementary Math -2 na

Middle Math -1.9 -2.6

High Math +1.9 -4.5

Hispanic Elementary Math -0.9 -2

Middle Math +2.9 +4.4

High Math +7.3 +6.4

English Learners Elementary Math +1.7 -10.7

Middle Math +8.2 +1

High Math +21 +17.8

Free and Reduced Meals Elementary Math +2.5 -.7

Middle Math +6.6 +6.2

High Math +11.1 +5.7

Students With Disabilities Elementary Math -1.5 -5.7

Middle Math +9.1 na

High Math +9.0 -1.3

*Change in percentage points from 2015 to 2018 using student group vs. non-student group methodology; changes of more than .5 reflected

The African American achievement gap in math is decreasing at all levels of performance and grade bands, except high school performance levels 4 and 5.

Gaps for all students at elementary are closing at performance levels 3, 4, and 5

Achievement gaps in math for Hispanic 

students and English Learners are widening at the secondary level.

While gaps in math are increasing for students with disabilities at performance 

levels 4 and 5, they are primarily decreasing when including level 3.

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Performance on State Assessments: Students Who Successfully Exit FCPS Special Education and English Learner Programs and Services

2018STUDENTS WITH

DISABILITIES

Levels 3, 4 & 5 Levels 4-5

ALL EXITED ALL EXITED

Grade(s) Class (% of Students) (% of Students) (% of Students) (% of Students)

Grades 3-5 ELA 75.8 75.2 51.2 45.4

Grades 6-8 ELA 75.5 72.6 53.7 43.8

Grades 9-12 ENG10 77.7 78.0 61.6 54.2

Grades 3-5 MATH 78 75.2 52.3 45.4

Grades 6-8 MATH 71.5 72.6 43.6 43.8

Grades 7-12 ALG01 76.6 78 54.4 54.2

2018ENGLISH LEARNERS

Levels 3, 4 & 5 Levels 4-5

ALL EXITED ALL EXITED

Grade(s) Class (% of Students) (% of Students) (% of Students) (% of Students)

Grades 3-5 ELA 75.8 84.7 51.2 51.8

Grades 6-8 ELA 75.5 74.3 53.7 47.2

Grades 9-12 ENG10 77.7 67.9 61.6 47.2

Grades 3-5 MATH 78 84.7 52.3 51.8

Grades 6-8 MATH 71.5 74.3 43.6 47.2

Grades 7-12 ALG01 76.6 67.9 54.4 47.2

Hispanic Enrollment Trend in FCPS: English Learner and Non-English Learner

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Raise Achievement for All Students and Eliminate Achievement Gaps-

Strategies for All Strategies for Special Populations

Systemically defined high quality instruction (Framework for Teaching)

Implementation of a caseload model to provide for increased staffing for direct support for students with disabilities

Continued foundation in Cultural Proficiency Implementation of specialized program coordinators to provide direct support to students and staff in programs

Accelerated Learning Process (ALP) training and coaching

Addition of two new specialized programs

FCPS Collaborative Improvement Process (CIP) Professional learning on developing and implementing standards-aligned IEPs and monitoring students’ progress

Updated Curriculum Resources and Workgroup-Elementary ELA*

Systemic workgroup to support students with Dyslexia, Dysgraphia, and Dyscalculia*

Updated Universal Screening for Reading and Continuum of Services for Structured Literacy Intervention*

Decentralization of and upgrades to EL Program at secondary level

*Strategies will be highlighted in evening presentation on Dyslexia, Dysgraphia, and Dyscalculia

Raise Achievement for All Students and Eliminate Achievement Gaps-

Key Successes Key Tasks Completed Other Important Variables or Challenges

West Frederick Middle School (ELA)* >10 percentage point increase in

students scoring 4/5 since 2015 Outperforming “similar schools”

Content Knowledge: standards studyEvidence of Learning: short cycle formative assessment, student work samplesInstructional Design: challenging tasks for all with scaffolds as neededStudent Agency: incorporating choice

Conducive schedule for consistent meetings

Ensuring high quality job embedded professional learning

Department retreats Teacher leadership (positions in

formula)

Linganore High School (Math)* >12 percentage point increase in

students scoring 4/5 since 2017 implementation

Highest performing special education student group (60% 4/5)

Highest performing all student group (82.5% 4/5)

Content Knowledge: used results to focus skills and content (modeling and application)Evidence of Learning: teacher made assessments to measure progress in key areasInstructional Design: flexible grouping across teachersStudent Agency: focused on productive struggle and perseverance

Creating time for teachers to come together

Teacher mindset Teacher leadership Technical tools

*ALP was implemented in the content areas identified

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Raise Achievement for All Students and Eliminate Achievement Gaps-

Key Successes

Exit rate for English Learner (EL) students increased by 31% based on state assessment given to all students across the state (ACCESS for EL’s)

92% of students who were offered English 12 as a summer school course passed (36/39 students)

Exited English Learners perform similarly to non-English Learner peers

Statistically significant increases were seen in math and English language arts for English Learners at the elementary level and all FCPS

In 2016-2017, the overall language proficiency composite for all EL students was 2.9. In 2017-2018, the overall composite was 3.4. This represents an increase in language proficiency by 17%.

Raise Achievement for All Students and Eliminate Achievement Gaps-

Key Tasks Completed Other Important Variables or Challenges

Continued professional learning and implementation of high quality instruction for EL students through Sheltered Instruction Observation Protocol (SIOP)

Growth of student population at the secondary level (130% increase since 2015-16)- often limited and interrupted formal education, and having experienced traumatic situations

Development and implementation of two math foundational courses to close the gap for students with limited math skills at the secondary level

Enrollment experience can represent a significant change in schooling experiences and expectations from their home countries

Additional counseling and mental health supports for EL students at the secondary level, in particular where decentralization occurred

Time period for English language acquisition- takes 5-7 years (up to 10 years for students with limited formal education), whereas high school is 4 years

Teacher and counselor collaborative guidance with students to understand and map out a graduation or program completer pathway for their career and/or college aspirations

Need to teach both the academic English language and the first language

Expanded opportunities for course offerings for EL students to accelerate credit attainment towards graduation requirements, including additional summer school courses, extended day schedules, high school credit attainment while students are still in middle school, and the establishment of formal partnerships for students to access community supports

Comfort and experience with technology use for EL students and their families-difficulty in accessing resources

Worked with FCC to create viable options for students to obtain a GED if they will likely be unable to obtain a high school diploma by the time they age out

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Questions?