OFFICE OF ACADEMICS Educating Responsible and Courageous Leaders Who - - PowerPoint PPT Presentation

OFFICE OF ACADEMICS

Educating Responsible and Courageous Leaders Who Challenge Injustice Presentation to School Committee June 18, 2014

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A large part of the problem lies in the fact that many educators do not understand what it means to engage in educational practices that promote equity. Equity means more than simply ensuring that children have access to education. Equity also entails a focus on outcomes and results.

• A. Wade Boykin, Pedro Noguera (2011)

BOSTON PUBLIC SCHOOLS Academics

In SY2014 the Office of Academics:

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• 1. Reorganized to become a more nimble, data-driven & project-based
• rganization with the capacity to turn around, transform, improve

and sustain success in schools;

• 2. Designed a data-driven system of supports and accountability that is

transparent, collaborative and appropriate for all schools in the BPS portfolio;

• 3. Defined a District strategy to turn around & transform schools which

was shared with the DESE;

• 4. Began developing internal capacity to conduct research with and

for BPS schools with the objective of successfully transferring knowledge and practices;

• 5. Established and worked with the Principal and Headmasters’ Advisory

Board, Students’ Advisory Board and the Professional Learning Advisory Board to understand challenges, test ideas & propose plans.

BOSTON PUBLIC SCHOOLS Academics

Implementing three simultaneous transformational changes

• Eliminating the achievement/access gap
• Successfully implementing Common Core & PARCC
• Successfully increasing full inclusion for students with disabilities

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Key Messages

Academic: Improvement in achievement outcomes must be immediate

• 76% of BPS students are Black and Latino, so we must keep a laser focus on

the achievement gap to improve district and school outcomes

• Implementing Common Core and PARCC without addressing the

achievement gap will expand the gaps

• Increasing full inclusion without addressing the gaps and strengthening core

instruction will expand the gaps

Organizational:

• Successfully implementing three simultaneous transformational changes

requires deep and permanent systems changes throughout the

• rganization
• In addition to systems change, we will require shifts in knowledge, culture

and technology in the organization

BOSTON PUBLIC SCHOOLS Academics

Currently, we have:

• 2 Level 5 schools
• 5 Level 4 schools
• 2 Level 4 schools with state approved operators
• 37 Level 3 schools that have been level 3 for two years, have scores

below the 10th percentile, or are designated High Support schools Of these:

• 5 are pilot schools
• 1 is an Innovation School

This challenges our:

• Capacity to transform the schools at risk of becoming Level 4 or 5
• Financial ability to support internal efforts to transform schools and

external operators providing services or taking over schools

• Morale in schools and in the district

Establishing a sense of urgency: Disrupting the pipeline

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BOSTON PUBLIC SCHOOLS

Strength in our Networks

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Network Highlights Continued Work Network A

Schools exceeded district average in ELA questions and anchor standards Focus on support for SWDs to increase academic performance and continued overall network gains

Network B

Three schools exited turnaround status: Blackstone, Orchard and Trotter Continue improvement in academic performance, focusing on ELA, Math and Science

Network C

Network ELL students are significantly

• utperforming the state on ELA and

Math MCAS Accelerate achievement for all students with particular focus on closing achievement gaps for males

Network D

One school exited turnaround status and one school awarded Innovation status Increase support to SWDs and students in grades 6,7,8 while promoting ELA gains

Network E

Highest performance for Math in grades 3 – 6 for growth and performance Improve network achievement in Math and writing with increased supports to ELLs and SWDs

Network F

One school exited turnaround and network scored higher than district in ELA questions and anchor standards Promote acceleration in ELA and Math and increase depth and representation of student work

Network G

Dropout rate lowest since 1977, reduced from 6.4% to 4.5%, especially for African American and Latino students Reduce 9th grade retention, performance gaps of ELLs and SWDs, increase attendance and participation in the SAT

BOSTON PUBLIC SCHOOLS Academics

Achievement Gaps by Network

Percent Advanced/Proficient by Network A B C D E F G/H 3 AfAm / Black

• 36.5% -28.9% -44.3% -41.3% -42.6% -35.4%

Hispanic

• 28.4% -30.3% -47.5% -33.9% -29.9% -32.7%

4 AfAm / Black

• 16.7% -32.9% -41.5% -39.5% -42.2% -36.7%

Hispanic

• 20.3% -35.2% -42.4% -34.9% -26.5% -31.6%

5 AfAm / Black

• 23.7% -40.2% -45.4% -42.9% -42.4% -44.5%

Hispanic

• 22.1% -34.9% -45.5% -36.2% -27.3% -28.0%

6 AfAm / Black

• 24.1% -31.5% -22.5% -42.2% -29.3% -43.8% -43.6%

Hispanic

• 19.9% -28.0% -27.9% -40.0% -21.5% -34.7% -35.4%

7 AfAm / Black

• 26.2% -34.0% -34.8% -48.9% -45.3% -46.1% -39.1%

Hispanic

• 30.3% -33.4% -27.7% -38.4% -39.3% -38.7% -20.3%

8 AfAm / Black

• 36.3% -27.7% -23.6% -38.4% -31.9% -43.1% -33.5%

Hispanic

• 25.0% -20.8% -19.1% -32.5% -29.7% -38.2% -17.3%

10 AfAm / Black

• 28.5%

Hispanic

• 24.3%

Achievement Gap is defined as the gap between the district’s 2013 A/P% for White students and the network’s African American/Hispanic Students

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ELA

Percent Advanced/Proficient by Network A B C D E F G/H 3 AfAm / Black -32.0% -35.3% -41.2% -42.6% -41.8% -35.4% Hispanic

• 39.0% -38.2% -44.2% -36.7% -29.3% -35.1%

4 AfAm / Black -22.2% -32.0% -41.4% -36.8% -38.7% -34.3% Hispanic

• 29.7% -32.7% -42.1% -32.4% -31.4% -31.2%

5 AfAm / Black -23.6% -34.8% -35.9% -37.4% -27.8% -30.5% Hispanic

• 19.4% -36.8% -43.0% -32.9% -21.4% -27.4%

6 AfAm / Black -38.0% -37.4% -36.0% -39.5% -25.6% -35.8% -45.0% Hispanic

• 26.9% -40.0% -35.7% -39.2% -20.5% -38.8% -38.7%

7 AfAm / Black -28.1% -34.8% -33.7% -52.8% -34.7% -40.4% -25.0% Hispanic

• 24.7% -28.3% -41.7% -47.8% -34.4% -38.4% -14.3%

8 AfAm / Black -27.3% -22.1% -28.7% -32.6% -25.2% -28.6% -29.9% Hispanic

• 19.1% -24.7% -31.1% -27.1% -28.3% -13.6% -9.1%

10 AfAm / Black

• 12%

Hispanic

• 14%

Math

Italic is less than a 25 point gap Underline is more than a 40 point gap

• 1. Restructured the Office of Academics as a more nimble, data-driven

& project-based organization with the capacity to turn around, transform, improve and sustain success in schools

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“If I were given one hour to save the planet, I would spend 59 minutes defining the problem and one minute resolving it.”

Albert Einstein

• Use data (quantitative and qualitative) to determine what

generates the problem

• Reduce the problem to a level we can resolve
• Determine units of intervention
• Take quantum leaps and calculated risks
• Produce a plan of action
• Continuously evaluate results and make corrections
• Engage in on-going learning cycle: reflection, dialogue,

analysis

• Revise and resubmit as needed

BOSTON PUBLIC SCHOOLS Academics

Process for identifying and resolving problems

BOSTON PUBLIC SCHOOLS Academics

What is the problem we are trying to resolve?

The narrow door effect Too many departments (central office) trying to get through a narrow door (schools) with too many things can be overwhelming Reduce the problem to a level we can resolve by: identifying priorities that can be implemented in the time we have and with the resources at hand

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BOSTON PUBLIC SCHOOLS Academics

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Academics Moving Forward

 The Office of Academics is becoming a more nimble, data- driven & project-based

• rganization with the capacity

to turn around, transform, improve and sustain  The Office of Academics is accountable and focused on eliminating the academic achievement gap, successfully implementing the MA Curriculum Frameworks & PARCC and supporting the increase of fully inclusive

• pportunities for students with disabilities

BPS theory of action to improve instruction & achievement outcomes

Improved student learning requires improved instruction. Schools are the units of change for instructional improvement, and principals/headmasters and their school-based teams are the leaders of that change.

BPS SY 2012

Facilities Liaison Family &Student Engagement Liaison Special Education Liaison Educator Effectiveness Liaison Human Resources Liaison Educational Technology Liaison ELL Liaison Finance Liaison Math Liaison ELA Liaison Operational Leader Data Liaison

Network Superintendent

Leveraging Central Office – academics & operations to support instruction

CAO Instructional Research & Development 11 Academic Transformation & Turnaround Humanities & Literacy

Science/ Technology/ Engineering

Arts Early Childhood Academic Response Teams Summer/ Acc. Academies ELT/ DELTAS

• Ed. Options

Post Secondary Initiatives and Partnerships

Guidance

Online & Blended Learning Technical & Vocational Education

Networks A-F K - 8 Network G High School Math Deputy CAO Academic Support Operations Support District Transformation & Turnaround Specialized Learning Student Interventions Operations OHC Engagement Transportation Facilities OIIT OE OELL SPED OE ODA Adult Education Reporting Line Support Line Connection to other Departments ODA OELL SPED OE Achievement Gap June 10, 2014

BOSTON PUBLIC SCHOOLS Academics

Academics FY15

The Common Core/MA Curriculum Frameworks (CC/MCF) set a new bar for ALL students with clear, consistent, and high learning goals that ensure all students are college and career

• ready. In order to be PARCC ready, we need to be Common

Core ready. “Common Core Ready” means we need to ensure ALL students are regularly engaged in grade-level Common Core work by ensuring personalized instruction that reflects consideration of students’ culture, gender, language and disability while learning through engagement in rich tasks.

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Eliminating the Achievement Gap by Ensuring All Students Meet Common Core/MA Curriculum Framework (CC/MCF) Expectations

BOSTON PUBLIC SCHOOLS Academics

Focus on Core Literacy Initiative

BOSTON PUBLIC SCHOOLS Academics

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BPS K1 Last YR Not in BPS K1 Last YR All Students Benchmark Intensive Strategic Benchmark Intensive Strategic 61.9% (1,431) 9.3% (216) 28.8% (666) 45.2% (570) 17.6% (222) 37.1% (468) K2 Students Scores by Racial/Ethnic Group

BPS K1 Last Year Not BPS K1

Benchmark Intensive Strategic Benchmark Intensive Strategic Af Am/Black

64.1% 6.9% 29.0% 44.5% 15.4% 40.1%

White

81.0% 3.2% 15.8% 75.5% 5.8% 18.7%

Asian

60.4% 6.3% 33.3% 34.7% 12.0% 53.3%

Hispanic

54.6% 13.2% 32.2% 37.9% 23.9% 38.2%

• Today we offer 2,400 K1 seats across the City, compared to 700 in 2005
• Students who attend K1 have better reading skills at the beginning of K2

Focus on Core Literacy Initiative

BOSTON PUBLIC SCHOOLS Academics

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The vision of the Focus on Core Literacy Initiative builds strong reading and writing skills and depth of knowledge. Integrated learning experiences will allow students explore a topic with hands-on projects. Engaging topics are not only motivating but provide authentic learning opportunities to read and write.

• Integrated learning experiences
• Discipline-specific skills and strategies

LITERACY

ARTS SCIENCE

MATH SOCIAL STUDIES

Early Adopters Development and Implementation:

Focus on K2: continue to support the 50 early adopters schools and add (new training) for the remaining 30 elementary schools. Gr 1-2: $2 million over the next four years to develop a 1-2 curriculum that builds off of the success of early childhood and links to 3-5 Expeditionary Learning work. BOSTON PUBLIC SCHOOLS Academics

A B C D E F Adams Winthrop Everett Curley Mattahunt Lee Guild Mendell Clap Tobin Channing Kenny Harvard- Kent Ellis Perry Edison Grew Henderson Warren Prescott Higginson/ Lewis Russell Jackson- Mann Mozart Taylor Otis King Holmes Winship Chittick Mildred Ave.

Early Adopters

BOSTON PUBLIC SCHOOLS Academics

The King has applied. We are excited about being considered for this opportunity! -King We are keeping our fingers crossed!

• Winship

The Henderson submitted our application

• n Monday! We really hope we are

selected.

• Henderson

The Otis would Love to be a part of this!!!!

• Otis

I am very excited about this program!

• Guild

We are really interested!

• Edison

BOSTON PUBLIC SCHOOLS Academics

What Principals Are Saying…

Humanities & Literacy

Science/ Technology/ Engineering

Arts Early Childhood Cr Tech

Network A High School

Math Specialized Learning 18

PD Training Teams: IR&D DNA Content Specific Teacher Leaders

A Network B Network C Network D Network E Network F B C D E G

BOSTON PUBLIC SCHOOLS Academics

F

Instructional Research & Development

Science/ Technology/ Engineering

Arts Early Childhood Cr Tech Networks A-F K - 8 Network G High School Math Academic Support Specialized Learning 19

To the schools in the Networks How do we get the products & PD from IR&D…

BOSTON PUBLIC SCHOOLS Academics

Humanities & Literacy

• 2. Designed data-driven system of supports and accountability that is

transparent, collaborative and appropriate for all schools in the BPS portfolio

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System designed to:

• 1. Monitor school progress
• 2. Identify areas for improvement and areas of success
• 3. Provide support for school improvement or intervention

within a diverse portfolio of schools

• 4. Recognize and share best practices

Data driven system of accountability & supports

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To eliminate achievement gaps, achieve proficiency for all students, and graduate students from school prepared for college and career success

BOSTON PUBLIC SCHOOLS Academics

Sustaining

Target: High-performing schools and schools that have moved from a lower to a higher level Goal: Sustain

• rganizational and

instructional practices and interventions that help move the school to a higher level; remain vigilant that unanticipated internal

• r external actions do

not derail school’s performance

Improving

Target: Schools where there is evidence of progress but a continuing need for

• support. Improvements

have not been enough to move school to a higher level Goal: Support schools in strengthening and/or identifying new

• rganizational and

instructional practices and interventions to accelerate progress

Transforming

Target: Level 4 schools (old and new) where sufficient progress is not being made to exit Level 4 and Level 3 schools where outcomes are stagnant (2 years) and there is no evidence

• f the school’s capacity

to move out of stagnation Goal: Intervene as in- district receiver with the capacity to restructure the school

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Tiered Interventions

* Note: Level of intervention will be informed by the internal measures as well as DESE Level designations

Strategy designed to effectively and consistently turnaround schools and interrupt pipeline of Level 4 schools

BOSTON PUBLIC SCHOOLS Academics

BPS uses three types of qualitative school reviews based on school needs:

• School Quality Reviews (SQR)
• Instructional Walkthroughs
• School Audits

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Qualitative Review of Schools

Data analysis

Quality Plan

Organizational Plan Resource Allocation

Evaluation Goals EDFS

Qualitative and Quantitative Data

BOSTON PUBLIC SCHOOLS Academics

Mid-term analysis of school performance

Predictive assessments: ELA and Math ANET & ATI data School Capacity

• Instructional capacity
• Systems & structures
• Programming

Recommendations

• School audit: analysis & plan of action, supports
• Academic Response Team
• School Quality Review
• Additional supports

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BOSTON PUBLIC SCHOOLS Academics

• 3. Proposed to the DESE a District strategy to Turn around & Transform

schools

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BOSTON PUBLIC SCHOOLS Academics

Academics focus on Turnaround Schools

School Level Status Trotter Elementary School Level 1 Exited 4 Orchard Gardens K-8 School Exited 4 John F. Kennedy Elementary School Level 3 Exited 4 Blackstone Elementary School Exited 4 Harbor School Exited 4 Channing Elementary School Level 4 New Level 4 Winthrop Elementary School New Level 4 Dearborn Middle School Continuing Level 4 Burke High School Continuing Level 4 Mattahunt Elementary School Continuing Level 4 The English High School Continuing Level 4 with Operator Elihu Greenwood Elementary School Continuing Level 4 with Operator Dever Elementary Level 5 New Level 5 Holland Elementary New Level 5

Turnaround Schools are designated by the DESE as Level 4 schools

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Academics focus on Transforming Schools

Transforming Schools Status Report

Mildred Avenue

• Interim Principal &

Administrative Team

• BPS-BTU Intervention Team
• Strengthened systems and

structures, increased PD Guild Elementary School

• New Principal
• Strengthened systems and

structures

• Increased PD

Madison Park

• Central Office team
• BPS-BTU intervention team

Transforming Schools are designated by the BPS for in- district intervention. These are Level 3 schools stagnant

• ver 2 years and in the 10th percentile or lower.

BOSTON PUBLIC SCHOOLS Academics

BOSTON PUBLIC SCHOOLS Academics

BPS Turnaround & Transformation Strategy

Key strengths, vulnerabilities, mitigation

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Strengths Vulnerabilities Mitigation

Strategy designed to effectively and consistently turn around schools and interrupt pipeline of Level 4 schools Focus on turnaround & transforming school may detract attention from improving and sustaining schools Conduct focus groups with improving and sustaining schools to determine and address needs specific to these schools (June) Data driven system of accountability & supports Stronger accountability structure- weaker support structure Work underway to develop a comprehensive and targeted accountability-support strategy (April- June) Academics to realign organization to focus on turnaround & transformation work with stronger feedback loops with central office departments and between C&I-Networks-Schools New organization with a new focus and complex feedback loops internally and externally with other BPS departments Work with external consultants; intensive PD beginning in May; mid- course reviews/ corrections January, April, June School Intervention Strategy through the District Academic Intervention Teams to strategically address gaps across content areas School—district coordination to ensure intervention is effective and sustained

• ver time

Develop detailed intervention plan with principal prior to team’s visits. Mid-course reviews/corrections January, April, June Streamlined PD providers & partnerships integrated in turnaround & transformation plan and participating in district & school PD Identifying the right partners to address specific needs of a school Mid-course reviews/corrections January, April, June to determine alignment and add/change partners if necessary.

Building District-wide Strategy for Turnaround and Transformation

BOSTON PUBLIC SCHOOLS

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BOSTON PUBLIC SCHOOLS Academics

We will….

• Define and describe a turnaround and transformation strategy for the

district that is research based, proven and sustainable.

• Redefine the role and expectations of Central Office Departments to

provide timely, efficient and effective supports to Turnaround and Transforming schools, DESE designated Level 4 and stagnant Level 3 schools.

• Generate a knowledge capture of theories and practices from

turnaround and transforming schools to leverage in schools in the BPS.

• Review of

Literature

• Document

Experience

• Engage

Stakeholders

Use Evidence

• Cross-functional

team

• Implementation

Plan

Design Strategy

• Data Inquiry
• Implementation

Fidelity

Progress Monitor

• 4. Began developing internal capacity to conduct research with and for

BPS schools with the objective of successfully transferring knowledge and practices

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BOSTON PUBLIC SCHOOLS Academics

Learning from BPS schools

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Case Study: Quality Instruction and Achievement for All: The Dr. William W. Henderson Inclusion Elementary School Research Project: Literacy Leaders: Examining 3rd and 4th Grade ELA Achievement in BPS Schools

• 5. Worked with the Principal and Headmasters’ Advisory Board, Students’

Advisory Board and the Professional Learning Advisory Board to understand challenges, test ideas & plans

BOSTON PUBLIC SCHOOLS Academics

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BOSTON PUBLIC SCHOOLS Academics

Creating the guiding coalition: Moving gears

• Role of the School Committee, Superintendent &

Executive Team: changing the discourse, signaling change and monitoring the change

• Role of Public Intellectuals: conducting research that

guides the work

• Role of the Academics Staff: having the will, capacity,

strength and resilience to continue the change

• Role of Advisory Boards: providing guidance, requiring

accountability and mobilizing external partners

• Legal and Accountability Partners: monitoring and

supporting change and helping define trajectories of success for all of our students

• Role of Partners: complementing and extending BPS goals
• Role of Operations: Restructuring for institutional change
• Role of Principals & Teachers: restructuring for instructional

change

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BBOSTON PUBLIC SCHOOLS Academics

Creating the guiding coalition

Academics

External Advisory Board Principals & Headmasters Advisory Board Student Advisory Board Professional Advisory Board (BTU- BPS

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Expectations/Work this year

Defining a path and implementing an action plan (QSP) to eliminate achievement gaps

BOSTON PUBLIC SCHOOLS Academics

ACHIEVEMENT GAP Continuing the implementation of Common Core – MA Curriculum Frameworks & preparing for the PARCC assessments as the means of raising the bar for all students COMMON CORE Increasing the number of students recommended for inclusive settings while Increasing the number of schools

• ffering fully inclusive programs for students with disabilities

INCLUSIVE PRACTICES

Priorities remain the same for next year

BBOSTON PUBLIC SCHOOLS Academics

Moving forward, Academics will:

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1. Identify priorities that can be implemented in the time we have and with the resources at hand. 2. Engage students in learning that is challenging and exciting. 3. Develop and implement historically, racially, culturally and linguistically relevant curriculum & pedagogy that recognize our students—who they are and what they envision for their lives. 4. Continue to engage principals/headmasters, teachers and students in the process of developing a robust process for reviewing our work. 5. Engage families, partners & community leaders in the successful implementation of the CC/MCF with an emphasis on engaging teaching and learning that is historically, racially, culturally and linguistically relevant for our students.

Create a proud, successful and inclusive WE

APPENDIX: OFFICE OF ACADEMICS Literacy Leaders

Examining 3rd and 4th Grade ELA Achievement in BPS Schools

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Research Methodology

BOSTON PUBLIC SCHOOLS

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Three year average school performance for 3rd and 4th grade ELA MCAS

• DESE public MCAS scores (n > 10)
• January 2014
• BPS Data Warehouse MCAS scores (individual)
• February - March 2014

Demographic data for AY 2012-13 by school, district, and state

• DESE public demographic data
• January - March 2014
• BPS Data Warehouse for grade and school size
• January - March 2014
• BPS School Data packets for ELD and SPED data

Small discrepancies between DESE and BPS Data Warehouse

• Disseminated at different times

BOSTON PUBLIC SCHOOLS Academics

Proficiency Rates: English Language Arts

BOSTON PUBLIC SCHOOLS

MCAS English Language Arts % Proficient & Advanced BPS 2011 2012 2013 2013- 2012 Difference Six-Year Trends Grade 3 35% 34% 32%

• 2

3 Grade 4 30% 31% 29%

• 2

4 Grade 5 43% 38% 45% 7 8 Grade 6 42% 38% 42% 4

• 1

Grade 7 54% 50% 52% 2 4 Grade 8 60% 64% 58%

• 6

1 Grade 10 67% 73% 79% 6 21 State 2013 2013 - 2012 Difference Six-Year Trends 57%

• 4

1 53%

• 4

4 66% 5 5 67% 1 72% 1 3 78%

• 3

3 91% 3 16

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BPS/State Difference 2013 Gap % Difference 25pts

• 44%

24pts

• 45%

21pts

• 32%

25pts

• 37%

20pts

• 28%

20pts

• 26%

12pts

• 13%

BPS ELA proficiency rates trail Massachusetts averages by 20-25 points in grades 3-8. The 24-25 point gap in 3rd & 4th grade amounts to a 44-45% difference between state average performance and BPS. Where are students succeeding in BPS? What can we learn from them?

Source: DESE website

BOSTON PUBLIC SCHOOLS Academics

BOSTON PUBLIC SCHOOLS

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African-American Asian Hispanic/Latino White BPS 35.6% 8.6% 39.9% 13.2% State 8.6% 5.9% 16.4% 66.0% English Language Learners Students with Disabilities Low Income High Needs BPS 30.7% 19.2% 71.7% 82.3% State 7.7% 17.0% 37.0% 47.9%

District and State Demographics: AY 2012-2013

BPS has more than 3 times the percentage of English Language Learners and nearly twice the percentage of low income students as the Massachusetts average.

Source: DESE website

BOSTON PUBLIC SCHOOLS Academics

BOSTON PUBLIC SCHOOLS Academics

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High Performing Schools (like BPS): Grade 3

Performance Whole School Enrollment AY 2012-2013

All Avg. A+P % (2011-2013) ELL % SWD % LowInc % High Needs % African- American % Hispanic %

• 4. Joseph J. Hurley

(K-8) 68.4% 58.7% 12.6% 72.2% 79.9% 5.1% 73.1%

• 8. Manassah E.

Bradley (K-5) 60.5% 32.0% 13.0% 76.2% 85.5% 4.8% 53.5% State 59.6% 7.7% 17.0% 37.0% 47.9% 8.6% 16.4%

• 10. George H.

Conley (K-5) 55.8% 26.9% 36.8% 72.5% 83.5% 27.5% 47.8%

• 11. Michael J.

Perkins (K-5) 52.3% 20.4% 10.2% 79.3% 83.3% 44.0% 37.1%

• 13. John F. Kennedy

(K-5) 51.4% 50.2% 12.7% 79.3% 90.2% 19.0% 75.4%

• 14. Nathan Hale

(K-5) 49.3% 15.4% 14.8% 81.7% 85.2% 59.2% 33.7%

• 15. Josiah Quincy

(K-5) 48.9% 53.7% 14.8% 78.1% 88.9% 15.6% 14.8%

• 16. Samuel W.

Mason (K-5) 48.1% 26.6% 28.2% 69.8% 83.9% 57.3% 27.0% Boston 33.9% 30.7% 19.2% 71.7% 82.3% 35.6% 39.9%

These schools are high performing and look like BPS across several demographic categories.

Source: DESE website • Reflects BPS demographics defined as within 5 %pts. or greater than BPS average in 2 of 3 demographics: ELL, LowInc, and 1 race.

BOSTON PUBLIC SCHOOLS Academics

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High Performing Schools (like BPS): Grade 4

Performance Whole School Enrollment AY 2012-13

All Avg. A+P % (2011-2013) ELL % SWD % LowInc % High Needs % African- American % Hispanic %

• 1. Nathan Hale

(K-5) 74.2% 15.4% 14.8% 81.7% 85.2% 59.2% 33.7% State 54.3% 7.7% 17.0% 37.0% 47.9% 8.6% 16.4%

• 9. George H.

Conley (K-5) 52.8% 26.9% 36.8% 72.5% 83.5% 27.5% 47.8%

• 10. Josiah Quincy

(K-5) 52.7% 53.7% 14.8% 78.1% 88.9% 15.6% 14.8%

• 11. Mannasah E.

Bradley (K-5) 51.0% 32.0% 13.0% 76.2% 85.5% 4.8% 53.5%

• 14. William H.

Ohrenberger (3-8) 44.8% 25.4% 19.3% 70.0% 80.2% 28.2% 47.2%

• 17. Joseph J.

Hurley (K-8) 43.1% 58.7% 12.6% 72.2% 79.9% 5.1% 73.1%

• 18. Charles H.

Taylor (K-5) 42.2% 39.6% 15.5% 77.2% 89.5% 77.6% 16.8%

• 21. Samuel W.

Mason (K-5) 38.6% 26.6% 28.2% 69.8% 83.9% 57.3% 27.0% Boston 29.7% 30.7% 19.2% 71.7% 82.3% 35.6% 39.9%

BPS and the state performance declines in 4th grade. Many of the same high performing schools as 3rd grade.

Source: DESE website • Reflects BPS demographics defined as within 5 %pts. or greater than BPS average in 2 of 3 demographics: ELL, LowInc, and 1 race.

BOSTON PUBLIC SCHOOLS Academics

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Outlier Schools vs. High Perf. Schools: Grade 3

Source: High Performing Schools: DESE website and BPS Data Warehouse, Outlier Schools: BPS 2014 Student Data

10 20 30 40 50 60 70 Outlier Schools High Perf. Schools State Boston

Student subgroups at high performing schools sometimes surpass their peers’ achievement at outlier schools.

BOSTON PUBLIC SCHOOLS Academics

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Outlier Schools vs. High Perf. Schools: Grade 4

Source: High Performing Schools: DESE website and BPS Data Warehouse, Outlier Schools: BPS 2014 Student Data

10 20 30 40 50 60 Outlier Schools High Perf. Schools State Boston

Student subgroups at high performing schools sometimes surpass their peers’ achievement at outlier schools.

BOSTON PUBLIC SCHOOLS Academics

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English Language Learners SY12-13

LEP ELD 1-3 ELD 4-5 Outlier Schools 13% 33% 67% High Performing schools that reflect BPS demographics 35% 52% 48% Low Performing Schools 36% 56% 44%

Source: School Data Packets

Outlier Schools have fewer ELLs, and fewer of those students are at the lowest levels of English proficiency. Furthermore, at these schools ELL performance is far below district average for ELLs.

BOSTON PUBLIC SCHOOLS Academics

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Hurley K-8 Best Practices

Frequent data cycles

• ANET and DIBELS or TRC (K-2) with progress displayed to school
• Tutors assist group of students who need extra practice on certain skill

Differentiated independent work

• Center-based activities with checklists during small-group guided reading
• Activities based on ANET and mCLASS data cycles

Collaborative tools and planning

• Gather and share materials for center-based activities (binders)
• “Make and take” PD sessions with literacy coach

Instructional shifts

• Using “accountable talk” – “I can prove it!”
• Reading complex informational texts (i.e. news magazines)
• Creative ways to test/integrate vocabulary learning

Risk-taking culture – inherent in a two-way bilingual school

• Student chants and cheers of encouragement
• PALS centers

Expectations of accountability

• Principal always attends collaborative planning meetings
• School core values with classroom alignment
• Reading log and checklists for student independent work
• Home support strategies and resources for parents.