Aspirational Goal 1 (Part 2) Acceler Accelerated Ac ed Achie - - PDF document

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Aspirational Goal 1 (Part 2)

Acceler Accelerated Ac ed Achie hievement an ement and Equ d Equity ( ty (AAE) AE) Cur Curriculum, I iculum, Instr struction & ction & Inno novation (CII) tion (CII) Sc School Administr hool Administration and Leader tion and Leadership (SAL) ship (SAL) Sy Syst stem A em Accounta

• untability &

bility & Sc School I hool Impr provement ( ement (SASI) I)

October 24, 2018

Academics, Communications, Technology and Student Achievement

Presenter(s):

• Jamie Aliveto, Director, SASI
• Kevin Cuppett, Executive Director, CII
• Becky Hunter, Brunswick High School
• Meg Lee, Supervisor, AAE
• Andrea Maruskin, Monocacy Middle School
• Kathleen Schlappal, Director, SAL
• Diana Sung, Coordinator, SAL

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 every student

high quality instruction that fosters inquiry, creative thinking, complex problem solving, and collaboration.

• Priority 2—FCPS will raise achievement for all

students and eliminate achievement gaps.

• Priority 1—FCPS will provide each and every student

high quality instruction that fosters inquiry, creative thinking, complex problem solving, and collaboration.

• Priority 2—FCPS will raise achievement for all

students and eliminate achievement gaps.

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Goal 1 Measures

• Perceptual data related to high-quality instruction
• College and career readiness measures
• Access to advanced coursework
• Local assessment measures
• State accountability data presented to BOE on October 10

High-Quality Instruction

Student Perceptual Survey Results

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3 MEASURES

GRADE 3-5 STUDENTS - % FAVORABILITY 2016*

(BASELINE)

2017* 2018

%* 3-YR. TREND TARGET MET

Engagement in Classes 63% 63% 60%

▼

High Expectations in Classes 78% 80% 79%

▬

Opportunities to Collaborate in Classes 48% 45% 47%

▬

Opportunities to Use Problem Solving in Classes 74% 75% 74%

▬

Opportunities to Demonstrate Creativity in Classes 57% 54% 51%

▼

Feel Adequately Prepared for the Next Step in Their Education Program 85% 87% 86%

▬

• P1, Measurable Goal 1—Classroom Rigor (Grades 3-5)

By 2020, student survey responses indicating a positive experience will increase to ≥ 80% in the following areas.

3-Year Trend Key: ▲ >1% increase ▼ >1% decrease ▬ No change or increase/decrease ≤1% Target Met Key:

• Met Target of ≥80% in 2018

MEASURES

GRADE 6-12 STUDENTS - % FAVORABILITY

2016*

(BASELINE)

2017* 2018

%* 3-YR. TREND TARGET MET

Engagement in Classes

40% 40% 37%

▼

MS=42%; HS=38% MS=39%; HS=41% MS=38%; HS=36%

▼/ ▼

High Expectations in Classes

65% 65% 61%

▼

MS=70%; HS=61% MS=68%; HS=62% MS=66%; HS%=57%

▼/ ▼

Opportunities to Collaborate in Classes

38% 42% 38%

▬

MS=34%; HS=41% MS=36%; HS=46% MS=33%; HS=42%

▬ / ▬

Opportunities to Use Problem Solving in Classes

65% 66% 67%

▲

MS=66%; HS=64% MS=65%; HS=68% MS=66%; HS=67%

▬ / ▲

Opportunities to Demonstrate Creativity in Classes

52% 44% 38%

▼

MS=54%; HS=50% MS=45%; HS=42% MS=41%; HS=36%

▼/ ▼

Feel Adequately Prepared for the Next Step in Their Education Program

70% 68% 65%

▼

MS=76%; HS=65% MS=70%; HS=66% MS=68%; HS=61%

▼/ ▼

P1, Measurable Goal 1—Classroom Rigor (Grades 6-12)

By 2020, student survey responses indicating a positive experience will increase to ≥ 80% in the following areas.

3-Year Trend Key: ▲ >1% increase ▼ >1% decrease ▬ No change or increase/decrease ≤1% Target Met Key:

• Met Target of ≥80% in 2018

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College and Career Readiness

Seniors’ Performance on CCR Measures

P1, Measurable Goal 2—CCR ELA

By 2020, 95% of high school seniors will meet or exceed standards for career/college readiness as determined by two or more of the following measures.

College and Career ELA—2016-2018 (Seniors)

CCR ELA Indicators

2016 (n=2,954) 2017 (n=2,971) 2018 (n=3,135)

n % n % n %

ACT ELA (21+)

354 12 264 9 193 6

AP English

333 11 295 10 379 12

Accuplacer ELA

713 24 791 27 641 20

Dual Enrollment ELA

^ ^ 959 32 982 31

PARCC English 10 (Levels 4-5)

49 ≤2 1,485 50 1,730 55

PARCC English 11 (Levels 4-5)

28 ≤1 838 28 291 9

SAT Reading*

1,175 40 1,561 53 1,738 55

CCR ELA Status

1,560 53 2,073 70 2,271 72

^ Dual enrollment by content area is not available for 2016; this level of tracking began in 2017. * SAT CCR cut scores were 500+ for 2016 and changed to 530+ for 2017 and 2018. Receipt of SAT scores are ongoing throughout the school year; thus, these reported numbers are subject to change. Additional Notes: Data excludes Rock Creek. IB data were not available for this reporting.

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P1, Measurable Goal 2—CCR Math

By 2020, 95% of high school seniors will meet or exceed standards for career/college readiness as determined by two or more of the following measures.

College and Career Math—2016-2018 (Seniors)

CCR Math Indicators

2016 (n=2,954) 2017 (n=2,971) 2018 (n=3,135)

n % n % n %

ACT Math (21+) 578 20 500 17 482 15 AP Math 564 19 550 19 525 17 Accuplacer Math 124 4 176 6 172 6 Dual Enrollment Math ^

^

298 10 493 16 PARCC Algebra 2 (Levels 4-5) 67 ≤2 481 16 1,133 36 SAT Math 1,231 42 1,564 53 1,416 45 CCR Math Status 1,350 46 1,704 57 1,659 53

^ Dual enrollment by content area is not available for 2016; this level of tracking began in 2017. * SAT CCR cut scores were 500+ for 2016 and changed to 530+ for 2017 and 2018. Receipt of SAT scores are ongoing throughout the school year; thus, these reported numbers are subject to change. Additional Notes: Data excludes Rock Creek. IB data were not available for this reporting.

P1, Measurable Goal 2—Seniors Meeting Criteria

By 2020, 95% of high school seniors will meet or exceed standards for career/college readiness as determined by two or more of the following measures: GP A 2.5+, industry licensure, dual enrollment, ACT/SA T/IB/AP assessments, or performance on accountability assessments.

College and Career—2016-2018

Number of Seniors: 2016 = 2,954; 2017 = 2,971; 2018 = 3,135

Seniors Meeting/Exceeding CCR Standards* Class ELA Math

n % n %

In One or More Criteria

2016 2,606 88% 2,595 88% 2017 2,627 88% 2,593 87% 2018 2729 87% 2,671 85%

In Two or More Criteria

2016 1,828 62% 1,798 61% 2017 2,142 72% 1,954 66% 2018 2,170 69% 1,912 61%

* Not every student in the graduating classes took a PARCC assessment. * Includes weighted GPA of 2.5 or higher.

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P1, Measurable Goal 2—CCR Indicators

By 2020, 95% of high school seniors will meet or exceed standards for career/college readiness as determined by two or more of the following measures.

College and Career—2016-2018

Number of Seniors: 2016 = 2,954; 2017 = 2,971; 2018 = 3,135 CCR Indicators 2016 Seniors 2017 Seniors 2018 Seniors

n % n % n %

Industry Licensure 618 21% 638 22% 579 19% Weighted GPA ≥ 2.5 2,491 84% 2,482 84% 2,583 82% Dual Enrollment 863 29% 1,062 36% 1,101 35%

P1, Measurable Goal 3—Post-Graduation

By 2021, 95% of high school graduates will be successfully employed or enrolled in a post-secondary school or college. Employment

Employment data are no longer available for reporting. Data (lagged) was previously

• btained from MSDE. MSDE no longer receives student-level data; it only receives

aggregate state data from the Maryland Department of Labor, Licensing and Regulation (DLLR) for federal reporting purposes.

Post-Secondary Education Post-Secondary Education Class of 2014 (n=2,956) Class of 2015 (n=2,908) Class of 2016 (n=2,851)

Enrolled in higher education (at least one term) 1,996 (68%) 2,309 (79%) 2,149 (75%)

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Access to Advanced Coursework

Magnet Program (Grades 3-5) Highly Able Learner Program (Grades 6-8) AP/IB/Dual Enrollment (Grades 9-12)

P2, Measurable Goal 1—Magnet Program

By 2020, the percent of students enrolled in HAL/Magnet programs/AP/IB/Honors /Dual Enrollment courses will mirror the demographic percentages of the county . Magnet Program (Grades 3-5) Enrollment*—2016-2018

Student Group % of Total Students Enrolled in Magnet % Student Population (Sept. 30, Grades 3-5)

SY2016 (n=222) SY2017 (n=220) SY2018 (n=175) SY2019^ (n=220) 2016 2017 2018 2019^

American Indian ** ** ** ** ≤1 ≤1 ≤1 ≤1 Asian 26 25 20 17 6 6 5 6 Black/African American 9 8 9 11 12 12 13 13 Hispanic/Latino 4 5 6 8 15 16 17 18 Native Hawaiian/Pacific Islander ** ** ** ** ≤1 ≤1 ≤1 ≤1 White 52 52 56 58 62 61 59 58 Multiple Races 9 10 9 6 5 5 5 6 English Learners ** ** ** ** 5 5 7 8 Free/Reduced Meals 9 9 7 10 29 30 29 31 Special Education ** ** ** ** 10 10 11 11

* Based on September 30 enrollment. ** Fewer than 10 students in group. ^ Data are not finalized and are subject to change based on final reporting.

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P2, Measurable Goal 1—Highly Able Learner

By 2020, the percent of students enrolled in HAL/Magnet programs/AP/IB/Honors /Dual Enrollment courses will mirror the demographic percentages of the county . HAL Program (Grades 6-8) Enrollment—2016-2018

Identified HAL Students Enrolled in One or More Content Area Student Group % of Total Students Enrolled in HAL Class % Student Population (Grades 6-8, EOY)

2016 (n=1,490) 2017 (n=1,590) 2018 (n=1,488) 2016 2017 2018

American Indian * * * ≤1 ≤1 ≤1 Asian 11 12 14 6 6 6 Black/African American 6 7 6 11 12 12 Hispanic/Latino 6 6 6 14 16 16 Native Hawaiian/Pacific Islander * * * ≤1 ≤1 ≤1 White 70 69 68 64 61 61 Multiple Races 6 5 5 5 5 5 English Learners * * * 3 4 4 Free/Reduced Meals 8 9 8 26 26 26 Special Education ≤1 ≤1 * 10 10 10

* Fewer than 10 students in group.

P2, Measurable Goal 1—Highly Able Learner

By 2020, the percent of students enrolled in HAL/Magnet programs/AP/IB/Honors /Dual Enrollment courses will mirror the demographic percentages of the county . HAL Program (Grades 6-8) Enrollment—2016-2018

Identified HAL Students + Other Students Accessing HAL Class Student Group % of Total Students Enrolled in HAL Class in One or More Content Area % Student Population (Grades 6-8, EOY)

2016 (n = 4,462) 2017 (n=4,805) 2018 (n=6,021) 2016 2017 2018

American Indian * ≤1 ≤1 ≤1 ≤1 ≤1 Asian 7 8 7 6 6 6 Black/African American 9 10 9 11 12 12 Hispanic/Latino 10 11 12 14 16 16 Native Hawaiian/Pacific Islander * * ≤1 ≤1 ≤1 ≤1 White 68 66 66 64 61 61 Multiple Races 6 5 5 5 5 5 English Learners ≤1 ≤1 ≤1 3 4 4 Free/Reduced Meals 17 16 16 26 26 26 Special Education 3 3 4 10 10 10

* Fewer than 10 students in group.

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P2, Measurable Goal 1—Advanced Coursework

By 2020, the percent of students enrolled in HAL/Magnet programs/AP/IB/Honors /Dual Enrollment courses will mirror the demographic percentages of the county . Advanced Coursework—2016-2018

Enrollment (Grades 9-12) in One or More AP/IB/Dual Enrollment Classes Student Group % of Total Students Enrolled in Advanced Coursework % Student Population (Grades 9-12, EOY)

2016 (n=3,986) 2017 (n=3,522) 2018 (n=4,026) 2016 2017 2018

American Indian ≤1 ≤1 ≤1 ≤1 ≤1 ≤1 Asian 8 9 8 5 5 5 Black/African American 7 7 8 11 12 12 Hispanic/Latino 8 9 9 13 14 15 Native Hawaiian/Pacific Islander * * * ≤1 ≤1 ≤1 White 73 70 70 66 64 63 Multiple Races 4 4 4 5 5 5 English Learner * * * 3 4 4 Free/Reduced Meals 10 10 11 23 23 22 Special Education ≤1 ≤1 ≤1 9 9 10

* Fewer than 10 students in group.

Local Assessment Measures

Student Performance on ELA and Math Benchmarks

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P2, Measurable Goal 2—Local ELA Performance

By 2020, the percent of students achieving proficiency on local measures of curricular achievement will not differ by more than 10 percent based on race, culture, poverty , or special needs. Local Reading Performance—2018

ES Proficiency (Benchmark set by grade—based on instructional reading level and accuracy scores) MS/HS Proficiency (2.0 or Higher on All Subtests/Dimensions)

Student Group % of Students Meeting Benchmark All ES All MS All HS All Students 84% 82% 74% American Indian 85% 75% 67% Asian 92% 88% 82% Black/African American 79% 70% 62% Hispanic/Latino 73% 72% 58% Native Hawaiian/Pacific Islander 79% 92% * White 88% 86% 79% Multiple Races 83% 81% 69% English Learners 59% 42% 31% Free/Reduced Meals 73% 66% 56% Special Education 44% 53% 50%

* Fewer than 10 students in group.

P2, Measurable Goal 2—Local Math Performance

By 2020, the percent of students achieving proficiency on local measures of curricular achievement will not differ by more than 10 percent based on race, culture, poverty , or special needs.

Local Math Performance—2018

Proficiency (70% or Higher on all Math Benchmark Assessments)

Student Group % of Students Meeting Benchmark Grades 2-5 Grades 6-8 Grades 9-12 All Students 64% 47% 39% American Indian 59% 45% 14% Asian 79% 73% 60% Black/African American 46% 31% 19% Hispanic/Latino 49% 31% 24% Native Hawaiian/Pacific Islander 64% 65% * White 71% 52% 45% Multiple Races 61% 43% 37% English Learners 31% 10% 6% Free/Reduced Meals 44% 25% 17% Special Education 28% 12% 9%

* Fewer than 10 students in group.

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High-Quality Instruction that Fosters Inquiry, Creative Thinking, Complex Problem Solving, and Collaboration and Increased Access to Advanced Coursework—

Strategies  Focus on mathematical problem solving in elementary math  Blended Learning*  Academy of Health Professions Grant (Sports Medicine/Physical Therapy)  Virtual School Programming*  Increasing CTC Programs (Homeland Security, etc.)  Expansion of Dual Enrollment*  Relocation of JROTC and Teaching Academy  Work to Support Highly Able Learners*  Grade 5 – Math Pathways  STEAM (Science, Technology, Engineering, Arts and Mathematics) *Strategies highlighted in work session for evidence of success and variables/challenges impacting outcomes

High-Quality Instruction that Fosters Inquiry, Creative Thinking, Complex Problem Solving, and Collaboration—

Key Successes Key Tasks Completed Other Important Variables or Challenges Blended Learning  17.3% growth in PARCC ELA at BHS  Increased personalization  Increased student agency  Incorporating high yield instructional strategies into the model  Building student agency  Blended Learning In Action book study  Administrator support  Vanguard Program  1:1 Technology  Coaching and feedback  Collaboration  Collecting attributable data; controlling for other variables

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High-Quality Instruction that Fosters Inquiry, Creative Thinking, Complex Problem Solving, and Collaboration—

Key Successes Key Tasks Completed Other Important Variables or Challenges Dual Enrollment at Tuscarora High  Eliminated disproportionality for THS’s MA 206 enrollment for both FARM and Hispanic; reduced disproportionality for other subgroups  All targeted students passed  Other high schools this year, such as

• Gov. Thomas Johnson, to follow

model  Working with SIS team to develop an easy tool for school administrators to use to produce a target student list  Eight students, all FARM and previously not enrolled in Dual Enrollment coursework, were registered late into MA 206 in the spring to fill empty seats  Target criteria: already tested CCR for math (no need for entrance testing), not currently enrolled in Dual Enrollment, FARM (no tuition barrier)  Counselors went student by student through the 15-20 who met the qualifications until all spots were filled  Administrative, counseling and instructional staff are deeply committed to Dual Enrollment as a means to improve equity and achievement  THS has a large high school based Dual Enrollment program; schools with the largest high school based programs were able to reduce disproportionality more readily  Dual Enrollment course openings Virtual School Courses (All Programs)  FARM: 28.5% of FCVS enrollment; 290/301 earned credit (96.3%)  IEP/504: 16.8% of FCVS enrollment; 170/180 earned credit (94.4%)  EL: 11.4% of FCVS enrollment; 132/135 earned credit (97.8%)  30% of 2018 graduates earned 1+ credits while enrolled grades 9-12 (11% in 2014)  Expand program options from 3 in 2012 to 12 in 2018  Increase enrollments and access from 1,442 in 2014 to 2,094 in 2018  EL expanding from summer to include after school program in SY20  Digital learning teachers to support day school options across the county  Establishing digital learning labs in high schools  Professional learning modules and face to face training for all school mentors  Increase number of programs  Increase targeted subgroup participation  Credit recovery success rate decrease 5% after 5 years of continuous improvement.  No staffing model for FCVS based

• n enrollment/programs

 Need designated Mentor role at all 10 high schools for day programs

High-Quality Instruction that Fosters Inquiry, Creative Thinking, Complex Problem Solving, and Collaboration—

Key Successes Key Tasks Completed Other Important Variables or Challenges  9 advanced academic staff and 1 community partner are 2018 recipients of G&T Excellence in Maryland awards  2,206 primary talent development lessons delivered to all schools, grades K-2  Magnet enrollment represents a near demographic match for African American, Two or More Races, and White; students gaps decreasing for other student groups  National recognition for our innovative work in the field of Mind Brain Education Science practice  Implementation of Universal Strength Finder for every 2nd Grade Student  On-demand professional learning modules available to all FCPS teachers  MSDE course - Teaching Advanced Learners In The Elementary Classroom;  Specialized professional learning for Title I schools  Partnership with the Center for Transformative Teaching and Learning (Year 2)  Work group formed to review current research and best practices for Equitable Advanced Academics programs  Examining strategies to mitigate underachievement in gifted and advanced learners, including those who are twice exceptional

• r struggle with executive

functioning  Young Scholars (117 students, gr. 2-11) show high rates of enrollment in advanced coursework  65% of FCPS Middle School students exposed to Highly Able Learner (HAL) Program content in SY18  HAL survey revealed 79% of students reported that they have grown in critical thinking skills; 81% felt they were challenged in math 

• Approx. 400 structured classroom visits

conducted to monitor HAL Program  Parent, teacher, and students surveys conducted  Since 2012, 351 FCPS middle school staff have been provided specialized professional learning aligned to COMAR 13A.04.07 competencies  State revisions to COMAR 13A.04.07 in process; FCPS Universal Strength Finder used as a model  Ongoing work in Mind Brain Education Science to leverage research to enhance teacher quality and close the achievement gap.

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