SLIDE 1
www.acps.k12.va.us
Every Student Succeeds
Assessment Update 2015-2016 & Next Steps
School Board Work Session
September 1, 2016
www.acps.k12.va.us
Every Student Succeeds
www.acps.k12.va.us
2
Assessment Update 2015-2016 & Next Steps School Board Work - - PowerPoint PPT Presentation
Assessment Update 2015-2016 & Next Steps School Board Work - - PowerPoint PPT Presentation
Assessment Update 2015-2016 & Next Steps School Board Work Session September 1, 2016 Every Student Succeeds www.acps.k12.va.us Assessment Update: 2015-2016 Preliminary Results Presented by: Clinton Page Chief Accountability Officer
SLIDE 2
SLIDE 3
www.acps.k12.va.us
Every Student Succeeds
www.acps.k12.va.us
3
Essential Questions
- What is Virginia’s state accountability system and what is
currently known regarding the impact of the Every Student Succeeds Act (ESSA) on accountability systems?
- How did ACPS perform in 2015-2016 according to
Virginia’s state accountability system?
- How did ACPS perform in 2015-2016 when investigating
student subgroup results?
- Given the results, what are next steps for 2016-2017?
SLIDE 4
www.acps.k12.va.us
Every Student Succeeds
www.acps.k12.va.us
4
State Accreditation System
- Measures achievement levels in English (reading and
writing), mathematics, science and history/social science.
- Schools can meet the benchmark in the current year or
three-year average.
SLIDE 5
www.acps.k12.va.us
Every Student Succeeds
www.acps.k12.va.us
5
State Accreditation Results
- Fifteen of sixteen schools within ACPS earned state
accreditation.
- Eleven ACPS schools are Fully Accredited for the 2016-
2017 school year:
- Charles Barrett
- Patrick Henry
- Cora Kelly
- Lyles-Crouch
- Douglas MacArthur
- George Mason
- Matthew Maury
- Mount Vernon
- James K. Polk
- Samuel Tucker
- George Washington
SLIDE 6
www.acps.k12.va.us
Every Student Succeeds
www.acps.k12.va.us
6
State Accreditation Results
- Four ACPS schools are Partially Accredited for the 2016-
2017 school year : John Adams, William Ramsay, Francis C. Hammond, and T.C. Williams.
– John Adams and William Ramsay are Partially Accredited: Warned in the area of Science. – While Francis C. Hammond did not meet the state benchmark in English, it has been designated a Partially Accredited: Improving School for raising English performance by four percentage points. The school is no longer warned in Math, having made a gain of nine percentage points compared to the previous year. – T.C. Williams will be Partially Accredited: Warned for being below state benchmarks in the areas of Math and the Graduation Completion Index.
- Despite continued gains, it is anticipated that Jefferson-
Houston will remain in Accreditation Denied status.
SLIDE 7
www.acps.k12.va.us
Every Student Succeeds
www.acps.k12.va.us
7
State Accreditation Highlights
- 11 of 16 ACPS schools saw increases in at least two
content areas compared to last year.
- ACPS increased pass rates in six of eight previously
warned areas.
- Not only did Patrick Henry earn accreditation for the
second straight year (after having been warned in all four content areas three years ago) performance increased in English (+6), Mathematics (+12), and History (+3). Science performance was six percentage points above the state benchmark.
- Lyles-Crouch and Charles Barrett received pass rates
above 90% for all content areas.
SLIDE 8
www.acps.k12.va.us
Every Student Succeeds
www.acps.k12.va.us
8
State Accreditation Highlights: Jefferson-Houston
2014-2015a 2015-2016b 2016-2017c English 47% 61% 62%
+1% +15%
Math 46% 64% 69%
+5% +23%
History 51% 55% 63%
+8% +12%
Science 36% 60% 59%
- 1%
+23%
cData based on 2015-2016 school year
Content Area One-Year Change
2015-16 to 2016-17
Three-Year Change
2014-15 to 2016-17
THREE-YEAR COMPARISON OF JEFFERSON-HOUSTON'S ACCREDITATION RESULTS
aData based on 2013-2014 school year bData based on 2014-2015 school year
Year
SLIDE 9
www.acps.k12.va.us
Every Student Succeeds
www.acps.k12.va.us
9
State Accreditation Highlights: Francis C. Hammond
2014-2015a 2015-2016b 2016-2017c English 63% 67% 71%
+4% +8%
Math 61% 66% 75%
+9% +14%
History 83% 86% 91%
+5% +8%
Science 59% 74% 74%
- +15%
Three-Year Change
2014-15 to 2016-17
THREE-YEAR COMPARISON OF FRANCIS C. HAMMOND'S ACCREDITATION RESULTS
cData based on 2015-2016 school year
Content Area Year One-Year Change
2015-16 to 2016-17
aData based on 2013-2014 school year bData based on 2014-2015 school year
SLIDE 10
www.acps.k12.va.us
Every Student Succeeds
www.acps.k12.va.us
10
Transition to the Every Student Succeeds Act
- Virginia will not report performance against federal Annual
Measurable Objective (AMO) benchmarks for the 2015-2016 assessments under the federal government’s plan to transition from NCLB to ESSA.
- No accountability statuses (outside of small number of Title I
schools) will be applied for federal results for the coming year (based
- n SY 15-16 results) because of the upcoming transition to ESSA.
- ESSA is scheduled for full implementation beginning with the 2017-
2018 school year.
- More detailed information regarding Virginia’s transition to ESSA will
be received from the VDOE during the 2016-2017 school year.
SLIDE 11
www.acps.k12.va.us
Every Student Succeeds
www.acps.k12.va.us
11
Reading +7%
3-Year Perspective
Mathematics +4% History & Social Sciences +1% Science +3% Writing
- 2%
66% 71% 73%
50% 60% 70% 80% 90% 100% 2013-14 2014-15 2015-16
76% 77% 77%
50% 60% 70% 80% 90% 100% 2013-14 2014-15 2015-16
64% 69% 68%
50% 60% 70% 80% 90% 100% 2013-14 2014-15 2015-16
66% 68% 69%
50% 60% 70% 80% 90% 100% 2013-14 2014-15 2015-16
71% 70% 69%
50% 60% 70% 80% 90% 100% 2013-14 2014-15 2015-16
SLIDE 12
www.acps.k12.va.us
Every Student Succeeds
www.acps.k12.va.us
12
3-Year Reading Growth across Subgroups
- In Reading, all federally
identified subgroups experienced growth when compared to 2013-14.
- Performance within the
Limited English Proficient subgroup increased by 12 percentage points compared to two years ago.
- Large gains were seen among students identified within Gap Group 1,
Black, and Economically Disadvantaged subgroups as performance increased by ten percentage points each since 2013-14.
SLIDE 13
www.acps.k12.va.us
Every Student Succeeds
www.acps.k12.va.us
13
3-Year Math Growth across Subgroups
- In Math, all federally identified
subgroups experienced growth when compared to 2013-14.
- Math growth was also observed
across all subgroups with increases of up to six percentage points among Black students since 2013-14.
- Gains were seen among students identified within Gap Group 1 and
Economically Disadvantaged subgroups as performance increased by five percentage points.
SLIDE 14
www.acps.k12.va.us
Every Student Succeeds
www.acps.k12.va.us
14
3-Year Science Growth across Subgroups
- In Science, all federally identified
subgroups experienced growth when compared to 2013-14.
- In Science, Black students
increased performance by ten percentage points compared with two years ago.
- Students with Disabilities
experienced a gain of seven percentage points since 2013- 14.
- The pass rate for students identified within the Gap Group 1 and
Economically Disadvantaged subgroups increased by six percentage points each.
SLIDE 15
www.acps.k12.va.us
Every Student Succeeds
www.acps.k12.va.us
15
Subgroup Performance Compared to State ACPS Subgroups Outperformed State Counterparts:
- Reading – White (+6%)
- Reading – Black (+1%)
- Writing – White (+9%)
- Writing – Black (+3%)
- Math – White (+3%)
- History – White (+3%)
- Science – White (+1%)
SLIDE 16
www.acps.k12.va.us
Every Student Succeeds
www.acps.k12.va.us
16
Subgroup Performance Compared to State
ACPS Subgroups with Largest Gaps to State Counterparts: Hispanic
- Reading (-10%)
- Math (-17%)
- History (-13%)
- Science (-17%)
- Writing (-15%)
Students with Disabilities
- Reading (-5%)
- Math (-15%)
- History (-14%)
- Science (-13%)
- Writing (-5%)
English Learners
- Reading (-4%)
- Math (-11%)
- History (-10%)
- Science (-12%)
- Writing (-9%)
SLIDE 17
www.acps.k12.va.us
Every Student Succeeds
www.acps.k12.va.us
17
In Summary…
- Division Highlights
– Continued Growth in Areas of Division Focus – Subgroup Growth across Reading, Math and Science
- Division Areas of Focus
– Content Areas of Science, Math, and Writing – Accelerate Subgroup Performance – Sustain Progress and Continue Growth
SLIDE 18
www.acps.k12.va.us
Every Student Succeeds
Achieving Educational Excellence and Equity
School Board Work Session
Terri H. Mozingo, Chief Academic Officer Department of Curriculum and Instruction
September 1, 2016
SLIDE 19
www.acps.k12.va.us
Every Student Succeeds
www.acps.k12.va.us
19
- 1. What worked well in 2015-16?
- 2. What lessons have we learned?
- 3. What are the continuing and new priorities
for accelerating student achievement?
Essential Questions
- 4. How will we maximize
- ur systemic approach to
progress monitoring and accountability?
SLIDE 20
www.acps.k12.va.us
Every Student Succeeds
www.acps.k12.va.us
20
What Worked Well in 2015-16?
1. Continued focus on defining and practicing our department vision to service and assist schools 2. Enhanced curriculum and instruction positions to include: Fine Arts; World Language; and Family Life Education (FLE)/Health and Physical Education 3. Developed data-driven priorities to provide job-embedded professional development 4. Emphasized cross-functional teaming and collaboration to support planning, communication, and professional learning 5. Continued to focus on Content Academies and Summer Learning for students in grades 3-8 6. Developed “gap lessons” aligned to the Standards of Learning (SOLs) in priority areas 7. Continued to implement two forums for teachers to provide input: Teacher Talk: Your Voice Matters and the Curriculum and Instruction Advisory Team (CIAT) 8. Supported administrators and teacher in using the Multi-Tiered System of Support (MTSS) 9. Trained staff on strategies to support Students with Disabilities (SWD) and English Learners (ELs)
- 10. Supported teachers in developing and implementing Differentiated Education Plans
(DEPs)
- 11. Provided instructional updates and professional learning to assistant principals
SLIDE 21
www.acps.k12.va.us
Every Student Succeeds
www.acps.k12.va.us
21
1. The necessity of communicating a clear instructional focus 2. The importance of listening to and engaging the voices of teachers and administrators to improve student achievement 3. The need to provide professional learning for administrators on: (a) monitoring curriculum implementation, (b) supporting teaching and learning, and (c) building organizational capacity 4. The value of the project management and oversight process in high-stakes areas including math, reading, science, writing, English Learners, and Specialized Instruction 5. The power of cross-functional teaming, collaborating, and communication as critical elements of a high-performing
- rganization
6. The value of analyzing data and providing specific service- based upon identified needs
What Lessons Were Learned in 2015-16?
SLIDE 22
www.acps.k12.va.us
Every Student Succeeds
www.acps.k12.va.us
22
Ensure that every school uses an effective approach
to collaborative school improvement planning
2016-17 “Continuing” Priorities For Accelerating Student Achievement
- 1. Enhance the implementation
- f Professional Learning
Communities
- Ensure that sustained and customized professional
development is available to all educators
- 2. Expand the concept of
content academies throughout the academic year
- Reinforce student achievement in response to the
core curriculum with appropriate Tier 2 and 3 interventions
- 3. Implement the MTSS
Framework division-wide
- Use formative and summative student achievement
data to guide and inform instructional decision making
- 4. Analyze data and develop
actions based upon identified needs
- 5. Implement a Specialized
Instruction Plan
Ensure that all students with IEPs receive appropriate and
timely services to promote achievement of the core curriculum
SLIDE 23
www.acps.k12.va.us
Every Student Succeeds
www.acps.k12.va.us
23
2016-17 “New” Priorities For Accelerating Student Achievement
- Ensure that data-driven professional
development is aligned to what educators need, request, and value
- 6. Conduct a professional
development leadership needs assessment
- Promote a systemic approach to the
teaching-learning-assessment process
- 7. Implement a teaching and
learning framework to reinforce planning, teaching, assessing, and adjusting
- Address science achievement via sustained
professional development and support of research-based instructional strategies (e.g., visiting scientists, science kits)
- 8. Develop and implement a
comprehensive K-12 Science Strategic Plan
- Create a bank of lesson exemplars that
model best practices for all learners, including EL, SPED, and TAG
- 9. Collaborate with teachers
to develop exemplary lesson plans
SLIDE 24
www.acps.k12.va.us
Every Student Succeeds
www.acps.k12.va.us
24
2016-17 “New” Priorities For Accelerating Student Achievement
- Refine the ACPS approach to instructional
coaching to ensure consistency and quality
- f support for teachers
- 10. Develop division plan
for reading, writing, and secondary mathematics
- Provide meaningful feedback to school
staff about levels of use of high-yield instructional, assessment, and classroom management strategies
- 11. Conduct “look-fors”
and “walk-throughs” with school leaders
- Use a systemic planning approach to
promote effective reading and writing in the content areas and enhanced performance in secondary math
- 12. Design and
implement a systemic coaching model
SLIDE 25
www.acps.k12.va.us
Every Student Succeeds
www.acps.k12.va.us
25
Progress Monitoring for Accountability
Curriculum and Instruction Department Plan Project Management Oversight Process Instructional Look-Fors Leadership Roundtables Teacher Talks
SLIDE 26
www.acps.k12.va.us
Every Student Succeeds
www.acps.k12.va.us
26
Levels of the System: Accelerating Student Achievement
Division: ACPS 2020 Strategic Plan
Department Plan School Education Plan Student Plans (e.g., IEPs, ICAPs)
SLIDE 27
www.acps.k12.va.us
Every Student Succeeds
Superintendent School Board Karen A. Graf, Chair Cindy Anderson Ronnie Campbell William E. Campbell Hal E. Cardwell Ramee A. Gentry Margaret Lorber Veronica Nolan Christopher J. Lewis, Vice Chair
- Dr. Alvin L. Crawley
27
Questions and Discussion
A Dream Realized …Every Student Succeeds