District Unified Improvement Plan District Accountability Committee October 17, 2017
Education Accountability Act of ● Overview 2009 requires each Colorado district and school to create an annual improvement plan The Colorado Department of ● Education has developed a unified improvement planning template and processes to support schools and districts in their performance management efforts. ● CDE’s UIP template has been designed to meet state, federal, and program accountability requirements.
2017-18 Priority Performance Challenges Early Literacy Mathematical Reasoning Post-Secondary Readiness The percentage of 7 th grade students The district’s prior year improvement Of all Jeffco juniors, about half did strategies for early literacy have who Met/Exceeded the state CMAS not meet the SAT college readiness demonstrated some progress; however, performance expectations of “on grade benchmarks in both focused improvement should continue in level” in math falls below district Evidenced-Based Reading/Writing early literacy due to: expectations. In addition, the substantial (EBRW) and Mathematics. If • 2017 CMAS ELA: 31% “did not yet gaps between subgroups (Hispanic, achievement and growth gaps on meet” or “partially met” expectations. free/reduced lunch eligible, etc.) reflect measures like CMAS and PSAT/SAT • Percent of 3rd graders with significant an overall trend across grades levels for student subgroups are not reading deficiency on DIBELS remains (elementary, middle and high) and narrowed and eventually closed, above 10% (2015-16 to 2016-17). historical CSAP, TCAP and CMAS then lower graduation rates, higher performance. The 7 th grade focus is • Significant achievement gaps persist dropout rates, and higher for subgroups, including males, based on a number of reasons, including remediation rates will persist for non-White, free/reduced lunch eligible the drop in CMAS Math performance students eligible for free/reduced from 6 th to 7 th grade. and students with disabilities as lunch, English language learners, measured by MAP and DIBELS tests in Hispanic students, etc. kindergarten through 3rd grade.
Early Literacy Jennifer Steele
Our district’s prior year improvement strategies for early literacy have Priority demonstrated some progress; however, Performance focused improvement should continue in early literacy due to: Challenge Literacy
What’s Working? ELA team support ★ 20 Literacy Interventionists ★ Jeffco Summer of Early Literacy ★ (JSEL) Colorado Reading Corps Tutors ★ in 20 Schools Use of READ Funds in schools- ★ district support from READ Team Lucy Calkins Reading Units of ★ Study Reading iCALI ★ P3 or PK to 3rd ★
Through The Lens of Jeffco Generations Learning Conditions Readiness ELA team support ★ ★ 20 Literacy Jeffco Summer of Early ★ Lucy Calkins Reading Interventionists ★ Literacy (JSEL) Units of Study ★ ELA & Early Learning team Summer reading books ★ Reading Workshop as support - Core Reading ★ Share Jeffco’s curriculum ★ component of literacy Instruction with families and blocks Jeffco Summer of Early ★ communities Reading iCALI Published ★ Literacy (JSEL) Use of learning ★ & Professional Learning Colorado Reading Corps ★ progressions for goal provided ★ District support from setting and making Professional learning READ Team ★ instructional decisions for communities (PLCs) ★ Consistent writing rubrics readers Curriculum revisions K-8 ★
Core/Universal Supports
Root Cause Analysis All schools currently do not have the full capacity to meet all students early literacy learning needs due to inequitable resources and support.
Data Trends Students 1 6 7
Data Trends Make Your Voice Heard
JSEL Literacy Interventionists Interventions
Proposed Next Steps ● Review the program evaluation data for current literacy work. ● Continue the early literacy work that has made a positive impact on students and teachers.
Specifically: Literacy Interventionists ● iCALI - Draft Writing ● Jeffco Summer of Early ● Literacy (JSEL) P3 partnerships ● READ Supports ● Reading Units of Study ● Sharing Jeffco Curriculum ● with our families & communities
What excites you? Feedback What are you wondering about? What supports might our families and community need?
Mathematical Reasoning Cecily Klein
The percentage of 7th grade students who Priority Met/Exceeded the state CMAS performance expectations of “on grade Performance level” in math falls below district Challenge expectations. In addition, the substantial Math gaps between subgroup, (Hispanic, free and reduced eligible, etc.) reflect an overall trend across grade levels( elementary, middle, and high) and historical CSAP, TCAP, CMAS performance. This 7th grade focus is based on a number of reasons, including the drop in CMAS Math performance from 6th to 7th grade.
Data Trends 7th grade 6th grade students who met/ Exceeded expectations met/exceeded performance expectations 1/3
Data Trends 7th Grade Math Sub Claim “Expressing Mathematical Reasoning” Hispanic White 37% 26 Point Gap 28 Point Non FRL Gap FRL-Eligible
Data Trends 7th Grade CMAS Median Growth 74% Percentiles 50 th 43 rd 15 & 16 Make your Voice Heard Data
Where we have been? 24 Math visits
Layers of support
Concrete - Representational - Abstract Concrete Representational Abstract Visual representations of Symbolic representations Tangible objects for the concrete models used as an efficient students to manipulate method for solving problems
Cognitive Complexity CMAS Math ● Content ■ What does the student need to know? ● Practice ■ What is the student asked to do with the content? ● Process ■ What types of linguistic or cognitive demands are placed on the idea?
Use the data Explain or show how you determined Enter your approximation, explanation, and equations
Through The Lens Of Jeffco Generations Learning Conditions Readiness Consistent Resource for Instructional Day Model Parent Math Nights ★ ★ ★ MS Math Frameworks Begin Early Numeracy ★ ★ Formative assessment Math Planning Support ★ ★ lesson MS Math team support - ★ Instructional leaders Core Math Content and ★ 6-9 Intervention courses Pedagogy Instruction ★ Clarity in math Math Design Collaborative ★ ★ progressions Curriculum support Math ★ Beginning to develop math Bundles ★ pathways
Root Cause The district and schools have Math not provided sufficient support for “on grade level” math students to have a well established foundation in mathematical reasoning to explain, justify, and evaluate their thinking used to solve problems.
Next Steps
Feedback What excites you? What are you wondering about? What supports might our families and community need?
Post-Secondary & Workforce Readiness Jef Fugita
Of all Jeffco juniors, about half did not Priority meet the SAT college readiness benchmarks in both Evidenced-Based Performance Reading/Writing (EBRW) and Challenge Mathematics. If achievement and growth Post-Secondary Readiness gaps on measures like CMAS and PSAT/SAT for student subgroups are not narrowed and eventually closed, then lower graduation rates, higher dropout rates, and higher remediation rates will persist for students eligible for free/reduced lunch, English language learners, Hispanic students, etc
Evidenced-based Reading/Writing (EBRW) 2017 Colorado SAT 536 Career & College Readiness 513 PSAT to SAT Growth 71% EBRW EBRW Mathematics 54 th 526 51% 501 Math Math 56 th 49% Subgroup growth Both generally did not reach 50th percentile
Evidenced-based Reading/Writing (EBRW) Mathematics
2016-17 Graduation Rates Concurrent Enrollment Released in January 2018 8% 2015-16 2016-17 Dropout Rates 7% 2014-15 Released in January 2018
Through The Lens Of Jeffco Generations Learning Conditions for Readiness for Learning Learning Transforming Student ★ Task Customized Pathways A Professional Model of Schools as Community ★ ★ ★ Teaching Hubs Responsive Teaching ★ High Expectations ★ Social-Emotional and Technology to Transform ★ ★ Loose/Tight Leadership Learning Counseling Supports ★ A Commitment to Equity Embracing the Full ★ Expanded Early ★ ★ Range of Human Childhood Education Experience Meaningful Parent & ★ Community Engagement
New Graduation Requirements ★ Capstones ○ Credit Recovery ★ Dropout Prevention ★ Concurrent Enrollment
Due to inequitable resources and Root Cause support, all schools currently do not have the full capacity to Post-Secondary Readiness provide all students with relevant and customized pathways (e.g., Advanced Placement, apprenticeship, internship, etc.) so students can apply and transfer their learning to SAT performance and meeting graduation requirements.
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