Our Work Together

BALTIMORE CITY PUBLIC SCHOOLS

Ready to Lead: Raising the Bar for Every Student

2014 Leadership InstituteLinda Chen

Chief Academic Officer

1


Our Work Together

Systems thinking is useful for describing a vast array of interrelationships and patterns of change. Ultimately, it helps us see the deeper patterns lying behind the events and the details.In mastering systems thinking, we give up the assumption that there must be an individual, or individual agent, responsible.

Everyone shares responsibility for problems generated by a system. That does not necessarily imply that everyone involved can exert equal leverage in changing the system. But it discourages the search for scapegoats.

Peter Senge

2


Percent of Students Meeting or Exceeding State Standards— Students with Disabilities (SWD) and General Education (GE) Students

3

45.6 44.140.7

33.6

74.4 72.4 73.868.1

READING MATH

36 36.328.7

15.8

67.2 69.465.4

47.1

General Education Students Students with DisabilitiesNote: In 2009 and 2012, Mod-MSA results were reported as part of MSA total scores. The Mod-MSA was not administered in 2013 or 2014.

Note: Ns refer to the total number of students who took the MSA.

2011 2012 2013 2014GE 27,601 28,132 28,259 26,781

SWD 6,247 6,211 6,179 5,317

2011 2012 2013 2014GE 27,567 28,106 28,244 26,371

SWD 6,219 6,170 6,129 5,112

1 yr change 2 yr change 3 yr change

Pct Pt Pct Pct Pt Pct Pct Pt Pct

GE -5.7 -7.7% -4.3 -5.9% -6.3 -8.5%SWD -7.1 -17.4% -10.5 -23.8% -12.0 -26.3%



GE -18.3 -28.0% -22.3 -32.1% -20.1 -29.9%SWD -12.9 -44.9% -20.5 -56.5% -20.2 -56.1%


Percent of Students Meeting or Exceeding State Standards— English Language Learners (ELL) and Non-English Language Learners

4

56.2 54.258.3

44.4

69.3 67.6 68.262.9

READING MATH

68.3 64.7 64.2

30.8

61.3 63.458.7

42.4

Non-English Language Learner Students English Language LearnersNote: In 2009 and 2012, Mod-MSA results were reported as part of MSA total scores. The Mod-MSA was not administered in 2013 or 2014.




Non-ELL -5.3 -7.8% -4.7 -7.0% -6.4 -9.2%ELL -13.9 -23.8% -9.8 -18.1% -11.8 -21.0%



Non-ELL -16.3 -27.8% -21.0 -33.1% -18.9 -30.8%ELL -33.4 -52.0% -33.9 -52.4% -37.5 -54.9%

2011 2012 2013 2014Non-ELL 33,114 33,425 33,223 30,398

ELL 672 851 1,150 1,085

2011 2012 2013 2014Non-ELL 33,190 33,514 33,320 31,212

ELL 658 829 1,118 886


67.5 65.4 66.160.1

80.5 81.6 82.1 79.5

74.7 73.7 73.567.5

Percent of Students Meeting or Exceeding State Standards— Race/Ethnicity

5READING MATH

59.1 61.056.1

38.6

76.3 78.9 76.0

65.776.9 76.2 72.6

49.5

White Hispanic Black Note: In 2009 and 2012, Mod-MSA results were reported as part of MSA total scores. The Mod-MSA was not administered in 2013 or 2014.




White -2.6 -3.2% -2.1 -2.6% -1.0 -1.2%Hispanic -6.0 -8.2% -6.2 -8.4% -7.2 -9.6%Black -6.0 -9.1% -5.3 -8.1% -7.4 -11.0%



White -10.3 -13.6% -13.2 -16.7% -10.6 -13.9%Hispanic -23.1 -31.8% -26.7 -35.0% -27.4 -35.6%Black -17.5 -31.2% -22.4 -36.7% -20.5 -34.7%

2011 2012 2013 2014White 2,749 2,831 2,824 2,610

Hispanic 1,145 1,378 1,613 1,667

Black 29,422 29,551 29,388 27,213

2011 2012 2013 2014White 2,748 2,827 2,808 2,614

Hispanic 1,154 1,389 1,625 1,857

Black 29,347 29,472 29,321 26,379


Raising the Bar for Every Student

Ensure every student is college and career ready

Deepen implementation of the Maryland College and Career Readiness Standards

EXCELLENCE

Improve teacher, leader, district effectiveness-

All teachers, all leaders, all schools across the district

EFFECTIVENESS

Close access and opportunity gaps

Eliminate disparities inachievement

EQUITY

6


Educational ExcellenceTHERE CAN BE NO EXCELLENCE IN EDUCATION WITHOUT EQUITY

Ensure every student graduates from high school prepared for college completion and career success by:

Meeting grade-level expectations and beyond In alignment to the Maryland College and Career Ready Standards (MCCRS) A new bar for each student with clear, consistent, and high level learning

goals

Strategically support each student Meet grade-by-grade learning expectations, PK-12 for Math, ELA, Literacy

across content areas, Science, Social Studies, World Languages, the Arts Ensure instruction that reflects consideration of students’ culture, gender,

language and disability while learning through rich tasks

7


Educational EffectivenessQUALITY TEACHERS, QUALITY SCHOOLS,QUALITY SERVICES

Continuous improvement in learning, teaching & leading

Understanding the shifts in the content standards (“knowing the bar”)

Implementing MCCRS-aligned assessments, curriculum and instructional practices

Analyzing evidence of student learning to adjust instruction by differentiating and personalizing learning

Aligning professional learning to data inquiry and instructional practices that support students in meeting grade-level content standards that lead to college and career readiness

Leading learning by establishing systems and structures that focus on content-rich, culturally responsive teaching to increase student outcomes through feedback and accountable learning communities

Improving and aligning district direction and services to schools

8


Educational EquityTHERE CAN BE NO EXCELLENCE IN EDUCATION WITHOUT EQUITY

Educational Equity and Excellence is…

Raising the achievement of all students while;

Narrowing the gaps between the highest and lowest performing students and;

Eliminating the predictability and disproportionality of which student groups occupy the highest and lowest achievement categories (race, gender, income, disability, language)

Adapted from Glenn Singleton, Asilomar, 1997

9


Connecting Our Work Ahead to the Foundation That’s Been Set

Building on a foundation of aligned curriculum, assessments, and cycles of professional learning;

data inquiry, instructional models

10


Educational Excellence & Equity: A Focus on Student Outcomes

Focus on where every student needs to be (“the bar”) by understanding:

• Grade-by-grade content standards

• A variety of assessment sources aligned to the standards

• Access and opportunity gaps that impact student outcomes

11


Focusing on Supporting Highly Effective Instruction

12

The single most important school-based factor in improving student academic performance is the quality of the teacher in the classroom.

The Education Trust West


An Urgent Opportunity

13

188

5,209

85,535


Leadership Institute Preview: What We Will Be Doing Together

Day 1• Raising the Bar for Every Student• Understanding the Bar: A Close Look at the Standards through

PARCC tasks

Day 2• Tracking Progress to Raise the Bar for Every Student:

Leveraging Assessment Resources to Identify Problems of Practice through Root Cause Analysis

Day 3• Establishing Plans to Raise the Bar for Every Student:

Organizing Instructional and Collaborative Time

14


15

How We Plan To Engage Together

At the end of each day, please reflect on:

1. Actions you will take as a leader to raise the bar for every student, aligned with the day’s specific content

2. Best evidence-based practices to share with others

3. Concrete supports needed specific to each day’s content

During each session, please take “pause” to be immersed actively

as learners!


Ready to Lead

By the end of the Institute, we hope you will:

Gain a deeper understanding of “the bar” so that you are clear on what students need to know and be able to do…so that you can get every student there

Consider how to track student progress aligned specifically to the standards in order to adjust instruction that addresses root causes in order to meet the needs of every student

Collaborate to establish an instructional plan that specifically accelerates student learning explicitly aligned to the standards by developing the capacity of every teacher

16


Educational Equity and Excellence

As the main institution for fostering social cohesion in an increasingly diverse society, publicly funded schools must serve all children, not simply those with the loudest or most powerful advocates. This means addressing the cognitive and social needs of all children, with an emphasis on including those who may not have been well served in the past.

Michael Fullan, The Moral Imperative of School Leadership

17


18

Our Work Together

Documents

Transcript of Our Work Together