Children First
Intensive
Instructional Coherence:
Sustaining Gains Through Inquiry
CFN 6
Frankie and Johnnie’s, September 17, 2009
Bob Cohen, NL; Deena Abu-Lughod, SATIF
Vivian Alicea-Concepcion, Brandon Alvarez, Germaine Behagan, Dr. Jo Ann Benoit,
Deirdre Burke, Freddie Capshaw, Alan Godlewicz, Katherine Marshall-Polite, John
O’Neill, Nairobi Pena, John Strachan, Mary Ann Vance,
Deena Abu-Lughod
1
Agenda
8:30
Welcome!
8:45
Reflection Connection – Freddie, Kathy
9:10
Closing the Gap and Chancellor’s Priorities - Deena
9:15
Sustaining Improvement: Highlights of the Quality Review - Team
10:30
Gallery Walk and Break
10:45
Debrief and Next Steps – Jo Ann
11:15
ARIS Parent Link, ELA Best Practice Conference - Deena
11:30
Sponsor Presentation
12:00
Lunch
1:00
Principals: Legal Issues
Inquiry Specialists: Online Resources
Deena Abu-Lughod
2
Reflection Connection
1. Walk silently; in silence, move from person to person, greeting them
silently and exchanging your playing card.
2. When you hear the chime, search the room for someone holding the
same number/face card as your own. Stand back to back.
3. Listen to the question. Face your partner, and respond. Say as much
or as little as you like.
4. Respond to the second question. Say as much or as little as you like.
5. Repeat Steps 1-4
6. Debrief
Deena Abu-Lughod
3
Honoring our own achievements!
8 schools were in the top 20% of all elementary/middle schools,
based on the Progress Report; 20 out of 22 schools received A’s:
>9x004 – ranked 11th in the city
>9x109
>9x145
>9x230
>10x020
>10x086 – ranked 20th in the city
>10x340
>10x360
Deena Abu-Lughod
4
SINCE 2006, MORE NYC STUDENTS IN EVERY GRADE LEVEL ARE
MEETING STATE STANDARDS (State began testing all of grades 3-8 in 2006)
Percent of Students Meeting or Exceeding State Standards (Scoring at Levels 3 & 4)
English
Mathematics
Largest Gains in
Middle Grades
Largest Gains in
Middle Grades
6th
7th
8th
6th
Up 49% Up 60% Up 56%
74.7
61.5
68.9
58.9
72.6
85.5
77
75.3
70.9
71.3
61.3
57
57
52.7
50.7
48.6
44.2
43.9
38.9
36.6
06 09
3rd
Grade
06 09
06 09
06 09
06 09
06 09
4th
Grade
5th
Grade
6th
Grade
7th
Grade
8th
Grade
Deena Abu-Lughod
81.8
80.8
70.9
68.8
56.7
8th
Up 46% Up 84% Up 83%
91.4
84.9
69.4
7th
06 09
Grades
3-8
06 09
3rd
Grade
06 09
4th
Grade
06 09
06 09
06 09
06 09
5th
Grade
6th
Grade
7th
Grade
8th
Grade
06 09
Grades
3-8
5
AFTER MAKING LITTLE PROGRESS BEFORE 2002, NYC STUDENTS
HAVE BEEN CLOSING THE GAP WITH THE REST OF THE STATE SINCE 2002
(NYC is 73% Black/ Hispanic, 84% low income; Rest of State is 23% Black/ Hispanic, 31% low income*)
Gap Between NYC & Rest of State in Percent of Students Meeting or Exceeding State Standards
4th Grade English
27.2
29.6
4th Grade Mathematics
27.5
24.4
25.6
26.7
25.6
23.5
18.2
15.9
18.6
18.6
18.4
16.7
11.6
15.1
14.8
10.9
9.1
12.3
6.4
3.6
Gap Reduction
99-02: 8%
99
00
Gap Reduction
02-09: 48%
01
02
03
04
05
06
07
08
Gap Reduction
99-02: 10%
09
99
8th Grade English
19.5
19.5
18.5 17.8
01
27.1
25
23.3
23.2
22.5
00
Gap Reduction
02-09: 85%
02
03
04
th
27.28 Grade
26.2
22.8
05
06
08
09
Mathematics
21.6 22.5
23
20.2
19.8
19.2
07
17.5
17.4
15.5
13.6
Gap Increase
99-02: 15%
99
00
01
Gap Reduction
02-09: 22%
02
03
04
05
06
07
08
09
Gap Increase
99-02: 19%
99
00
01
Gap Reduction
02-09: 50%
02
03
04
05
06
07
08
09
Rest of State = NY State minus NYC. * Percent of students in grades 3-8 that took the NY State mathematics test in 2008.
Deena Abu-Lughod
6
After Remaining Nearly Flat for 16 Years, NYC’s
Graduation Rate has Increased by 29% Since 2002
Percent of Students in a Cohort Graduating from High
School in 4 Years
1986-1992
+ 9%
2002-2008
+ 29%
1992-2002
+ 0%
58
51
47
44
47
45
44
50
51
46
48
48
48
50
50
50
51
51
60
66
62
60.7
54
53
56.4
52.8
46.5
NYC CALCULATION METHOD
(includes August Graduates, Local and Regents
Diplomas, GEDs, and Special Education diplomas)
49.1
2005-2008
City Method:
+ 14%
State Method:
+ 21%
Class of
19 8 6
19 8 8
19 9 0
19 9 2
19 9 4
NYC Calculation Method
19 9 6
19 9 8
2000
2002
2004
2006
2008
NY State Calculation Method
Note: NYC traditional calculation includes Local and Regents Diplomas, GEDs, Special Education diplomas, and August graduates. It does
not
include
disabled students in self-contained classrooms or District 75 students. The NYS calculation, used since 2005, includes Local and
Deena
Abu-Lughod
7
Regents Diplomas and all disabled students. It does not include GEDs and Special Education diplomas.
Chancellor’s Goals and Priorities
Goal 1: Achieve student performance gains
Goal 2: Embed the Children First reforms with a focus on
sustainability
*
*
*
*
*
*
*
*
*
Priority 1: Strengthen accountability and achievement
tools for principals and educators, by expanding the inquiry
approach and adoption of ARIS in all schools, including
knowledge management, both vertical and horizontal.
Deena Abu-Lughod
8
Children First Intensive (CFI) Priorities
Priority 1: Build school, network and SSO capacity to enable
90% of teachers to be engaged in inquiry with the goal of
increasing student achievement.
Priority 4: Promote knowledge building and sharing for
inquiry teams through Inquiry Spaces, ARIS Connect more
generally, and engagement with other tools/activities.
Priority 5: Use the inquiry model to support distributed
leadership and create a leadership pipeline at every level of
the organization.
Deena Abu-Lughod
9
Creating great schools starts from a vision of expanding
meaningful collaborative inquiry in every school
CFI Priority: Build school, network, and SSO capacity to enable 90% of teachers to
be engaged in inquiry with the goal of increasing student achievement
90% of teachers citywide engaged in data-driven,
research-based collaborative inquiry leads to…
… increased leadership, empowerment and
accountability in 80,000 classrooms
Improves
student
outcomes
Helps to develop and
deepen rigorous,
research-based
instructional strategies
and frameworks
Builds teacher
instructional and
school leadership
capacity; raises
retention of
talented
educators
1,500 Great Schools
Deena Abu-Lughod
10
Building Coherence: Levers for School Improvement
Curriculum: what are the academic tasks (content,
knowledge, skills) that we ask students to do?
Teacher pedagogy: How do teachers support student
learning?
Assessment/data: How do we know students are learning?
Collaborative inquiry: How do adults learn and improve
their practice?
Structure: How do we use time, space, and other resources
to enable student learning?
Deena Abu-Lughod
11
The Revised Quality Review

Increases level of rigor in
evaluating school quality

Promotes organizational and
instructional coherence

Increases focus on teacher
teams engaged in
collaborative inquiry practice

Clarifies language and
relevance to practice and
research

Reduces inadvertent
paperwork burden

Improves inter-rater reliability
QS1
Instructional
coherence
QS5
Monitor
and
revise
QS2
Gather and
analyze data
Plan
and set
goals
Align
capacity
building
QS4
Deena Abu-Lughod
QS3
12
Collaborative Inquiry supports coherence at
the classroom, team and school levels
Instructional
coherence
Monitor
and
revise
Gather and
analyze data
The inquiry
process is aligned
to the
Quality Review
statements
Align
capacity
building
Deena Abu-Lughod
Plan
and set
goals
> Classroom coherence: inquiry
creates aligned curriculum,
pedagogy and assessments for
every student
> Team coherence: teams use a
similar approach to inquiry with a
focus on specific student cohorts
they teach
> School coherence: decisions are
made as a result of what teacher
teams are learning
> Appropriate strategies are identified
and monitored to help build capacity
and ensure the use of rigorous
curricula, instructional techniques
and assessments
> In the revision process, teams
discuss outcomes and strategies,
and share knowledge
13
Scrutinizing the Quality Review Rubric
Goals:
> Identify differences in Quality Review Rubric across
Proficient and Well-Developed practice
> Acclimate to what’s new in rubric
Take your playing card, find the corresponding table,
and examine your table’s task.
• Select a reporter
• Complete the assigned task on chart paper
Deena Abu-Lughod
14
Quality Review Table Tasks and Facilitators
Aces: Quality Statement 1
Two: Quality Statement 2
Three: Quality Statement 3
Four: Quality Statement 4
Five: Quality Statement 5
Six: Teacher teams/teams of teachers
Seven: Structured professional collaboration/inquiry
Eight: Goal setting/goals
Nine: TBD
Deena Abu-Lughod
15
Gallery Walk and Break
Walk around alone or with partner and discuss; write clarifying
questions on stickies and post them next to language you are
confused about.
When you return from the break, please return to your original
table and school team.
Deena Abu-Lughod
16
Quality Review Debrief
1. Think/write for a minute about the implications of these
changes for practices in your school.
2. As a school team, select ONE subcriteria (from any Quality
Review statement) on which you would like to move your
school’s practice from UPF to Proficient or Proficient to Well
Developed. Specify what you would need to do to be
considered Well Developed on that subcriteria. Consider
that a goal for the year.
3. Share out.
Deena Abu-Lughod
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What is Inquiry?
Inquiry is a sustained process of investigation and action that empowers
teachers to improve student achievement and close the achievement gap.
Inquiry is:
• Focused on student outcomes, using a systematic, data-informed approach.
• Conducted by teams of teachers with a focus on small groups of students,
paying close attention to those who are struggling while supporting the
learning of all students.
• Designed to develop and deepen rigorous, research-based instructional
strategies and frameworks.
Deena Abu-Lughod
18
What is Inquiry?
To do this work, teachers need time together to:
• Review data: student work, teacher work and data found in ARIS.
• Engage in goal setting with students and/or their parents.
• Decide on instructional change strategies for the regular school day and
extended time instruction.
• Monitor the impact of the changes on student learning.
• Revise practices and promote classroom and school change based on results.
Deena Abu-Lughod
19
ARIS Parent Link: 60% of Parents Will Create Accounts
CFI Priority: Actively engage parents in student learning through
ARIS Parent Link
Usage to date
• Since ARIS Parent Link launched to all parents last May, over 150,000 permanent
passwords have been set
Goals for Adoption
• FY 10: At least 60% of accounts (≈570,000)
• FY 11: At least 90% of ARIS Parent Link accounts (≈860,000)
Resources
• All resources and training materials are available within ARIS Connect in the ARIS
Parent Link Information and Resources community:
https://www.arisnyc.org/connect/node/365078/community/resources
•
Email [email protected]**
•
Call (212) 374-6646**
** Please note: These resources are for DOE employees ONLY. They cannot support
the potential volume of requests from parents. All parents should work with the
parent coordinator at their child’s school for support.
Deena Abu-Lughod
20
ARIS Parent Link: New for Fall
• Parent contact information
• Student biographical information
• Links to school’s Progress Report, Quality Review, Learning
Environment Survey, and State Report Card
• Walkthroughs to answer the questions:
▪ How can I choose a school for my child?
▪ How is my child’s school doing?
• E-PAL and NYSESLAT scores and walkthroughs
• Transcripts of Mayor’s message in all languages
• Current class assignments (beginning Sept. 9th)
Parent-Teacher Conferences
• Critical opportunity to improve the quality of parent-teacher
•
•
relationships to drive better student outcomes
Encourage each of your schools to have parents log in to ARIS
Parent Link before going to their child’s Parent-Teacher Conference
Ensure that parents in your schools have access to the resources
they need to log in to ARIS Parent Link
Deena Abu-Lughod
21
ELA and Math Best Practices Conferences
October 22: ELA
December 9: Mathematics
Use the ELA Average Gains by Grade and Incoming
Performance Level or the NYSESLAT Passing Rates handouts
to identify a grade where your ELA gains, especially for 3s + 4s,
were especially high, or where your NYSESLAT Passing Rate was
especially high. Use the Average Scores for Multiple Choice
and Constructed Response to identify high performing
classrooms.
Work with the relevant staff to identify the best practice/strategy
that contributed to your success. Prepare a 10-15 minute
presentation for the conference. Enter information on the ARIS
wikispace.
Deena Abu-Lughod
22
Upcoming Technical Support Sessions
Supplemental Session: Wednesday, September 30 ARIS Reports
• 1-3 pm, Room 820 (Computer Lab), 1 Fordham Plaza
• RSVP REQUIRED: Limited enrollment. No laptops or downloads
needed.
Supplemental Session: Wednesday, October 7: Using Student-Level
Progress Report Data (a.m.); Using State Item Data (p.m.)
• 8:30-11:00; 12:00-2:00 pm, Room 76, 1230 Zerega Avenue
• RSVP REQUIRED: Bring Laptop and Progress Report Data from
ARIS Reports and/or Item Data from ARIS Connect (your school’s
Private community).
• Periodic Assessment Training on PD Web site:
http://schools.nyc.gov/Accountability/ResourcesforEducators/PeriodicAssessments/
Periodic+Assessment+Professional+Development.htm
Deena Abu-Lughod
23
Evaluation
Please complete the evaluation form and submit to a team
member.
Note that the team will be sending all Inquiry Specialists an
online survey that will help the team shape future agendas
around our learning needs. Our needs may relate to
improving the quality of the Inquiry work we already do, or
leadership skills for extending and embedding inquiry work
throughout our schools.
Deena Abu-Lughod
24
A Word From Our Sponsor
Thank you Sussman Sales
Represented by
Arnie Zeitlin!
Deena Abu-Lughod
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Preparing to Look at Data
Before looking at any data, surface your assumptions,
expectations and predictions.
Answer the following questions regarding the ELA:
In what grades did my school make the greatest ELA gains for Level
1+2 students?
In what grades did my school make the greatest ELA gains for Level
3+4 students?
Think of grade 4, 6 or 8. Relative to other network schools, did my
school do best on the multiple choice, listening, reading or writing
component?
Did my school’s NYSESLAT passing rate exceed that of most other
schools in the network?
Deena Abu-Lughod
26
2009 ELA and 2007-2009 NYSESLAT Data
In your packets, you will find 3 data items to support you in
deciding what to present at the October 22 Conference:
1) The average ELA gains by grade and incoming performance
level. This will help you see in which grades and amongst
which students your school excelled, relative to other network
schools.
2) The average ELA scores for multiple choice, listening,
reading and writing mechanics for each classroom in Grade
4, 6 and 8.
3) The distribution of students on the NYSESLAT from 20071009, by beginning, intermediate, advanced and passing
levels.
Deena Abu-Lughod
27
How might these resources best be used?
Take 5 minutes to examine your own school’s ELA data and jot
down some notes:
Here’s What (what do you see?):
So What (what are the implications?):
Now What (what will you do?)
Deena Abu-Lughod
28
Online Resources: Quick and Almost Green!
Mathematics:
http://schools.nyc.gov/Academics/Mathematics/EducatorResourc
es/default.htm
Item Analysis from 2008 and 2009 plus test questions:
http://schools.nyc.gov/Academics/Mathematics/EducatorResourc
es/Item+Analyses.htm
Science: http://schools.nyc.gov/NR/exeres/37B9B951-BE5B432F-868F-EF45F72704BC.htm
Grade 4 and 8 Item Analysis from 2006-2008 plus test questions:
http://schools.nyc.gov/Academics/Science/EducatorResources/Sc
ience+Test+Data.htm
Deena Abu-Lughod
29
What the Item Analyses Look Like
Deena Abu-Lughod
30
Look for Items Where Gap Was Widest
Deena Abu-Lughod
31
Examine the Items: Great Format!
Deena Abu-Lughod
32
Online Resources
Jo Ann
Deena Abu-Lughod
33
Changes in Periodic Assessment 2009-10 Plan
• Grades K–3: Only the E-PAL administration dates will move (from May to
January 11–25).
• Grades 3–8: Changes to Acuity Predictive and Instructionally Targeted
Assessment (ITA) windows (schools will not need to select new Periodic
Assessments for 2009–10; Acuity orders will be automatically updated
with new windows)
• High School: no changes
• Design Your Own (DYO): Schools are encouraged to adjust their plans,
though not required to submit revised proposals.
Deena Abu-Lughod
34
Changes to the 2009 10
38 Test Schedule
2009-10 (Previous)
2009-10 (Revised)
September
October
Acuity Predictive (ELA)
November
Acuity ITA 1
December
Acuity Predictive (Math)
January
ELA State Test
Acuity Predictives
March
Math State Test
Acuity ITA 2
April
Acuity ITA 2
ELA State Test
May
Acuity ITA 3 (optional)
Math State Test
June
Acuity Predictives (ELA &
Math)
Acuity ITA 1
February
Deena Abu-Lughod
35
Assessment data available for inquiry work
Schools won’t have October ELA Predictive results this year, but can use
results from several other assessments this fall.
• 2009 New York State Test item and skill matrix reports for grades 3–8
are in each school's private community in ARIS; will be updated for 200910 rosters in late Sept.
• Results of students’ June Acuity Predictive assessments are reported
in ARIS and the Acuity Web site (under Prior Year Reports):
• Results include % correct and scaled score (not predicted levels)
• Performance Series online assessments can be used as diagnostic
assessments for students at the start of the year.
• Schools can use the Acuity Item Bank to create diagnostic assessments.
• Assessments can include educator-created items (item authoring tool).
• Acuity Instructional Resources can reinforce instructional support in areas of
weakness identified by any of the above data sources.
Deena Abu-Lughod
36
New State Test Item & Skill Matrix Reports
Performance Indicator,
question number and
type, and answer choice
distribution
Performance level, scaled score,
proficiency rating, and SPI
Deena Abu-Lughod
Correct answers are
highlighted in green
37
Suggested Learning Objectives from Performance Series
Online Assessments
Instructional resources are
available for each of the
suggested learning objectives
Skills Attained are listed to
show what students have
Skills Attained
are accomplished
all
already
listed to provide
Deena Abu-Lughod
motivation for what has
State-aligned objectives are
listed in order of difficulty. The
first listed skill is closest to
the student’s current ability.
State-aligned objectives
are listed, in order of
difficulty, to assist in IEP
planning. The first listed
38