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Dunbar Vocational Career High SchoolA Look Ahead

Departmental FocusOur Ultimate Goal: College Readiness

Theory of ActionWhat’s Driving Our Work: Our Model for

Success - EPASTranslating to Classrooms

Tracking Our Work

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Test Scores: Why They MatterACT Readiness Benchmarks for Entry-Level College CoursesACT Readiness Benchmarks for Entry-Level College Courses

College Courses

English Composition

Algebra

Social Studies

Biology

EXPLORE (8th or 9th)

College Readiness

Benchmarks

PLAN (10th)College

ReadinessBenchmarks

ACT (11th or 12th)

College Readiness

Benchmarks

EXPLORE English13

EXPLORE Math17

EXPLORE Reading 15

EXPLORE Science20

PLAN English15

PLAN Math19

PLAN Reading17

PLAN Science21

ACT English18

ACT Math22

ACT Reading21

ACT Science24

ACT collaborated with post-secondary institutions to determine what minimum score was needed on an ACT subject-area test to indicate a 50% chance of obtaining a B or higher or a 75% chance of obtaining a C or higher in the corresponding first-year credit-bearing college course.

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Dunbar’s Theory of Action If the principal/teacher does X, Y, and Z, then student

achievement increases:Guaranteed and Viable Curriculum: Systematic

and Purposeful (Using the CRS) – Assessment drives the curriculum!

Professional learning communities: Purposeful use of protocols by teachers and students to understand learning.

Principal Leadership: Builds purposeful formative information systems and quality professional development.

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College Readiness Standards (CRS)• Curriculum foundation of

EPAS• “Standards”: Using score

levels, descriptions of the skills students must master

• “Ideas for Progress”: Describe classroom activities/learning experiences that students can benefit from and use to improve his or her EXPLORE,PLAN, and ACT score.

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What does CRS look like?

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Foundations of EPAS – Educational Planning and Assessment System

• Instructional Support– College Readiness Standards– College Readiness

Benchmarks– Ideas for Progress– Instructional Program guides– Consultation Services

• Assessment– Curriculum-based– Researched-backed measure of

college readiness and achievement

– Aligned with standards– Longitudinally meaningful – English, Math, Reading, Science– Writing (ACT only – starting

Spring 2007)

• Evaluation/Data Management

– Multiple custom reports– Multiple uses– Multiple outcomes– Multiple audiences

• Student Planning– Academic readiness/Course

placement– Career interest– Student profile information– Counseling for counselors,

teachers, and parents– Students monitor own progress

and growth

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Using Data to Guide our Curricular Decisions

• The Educational Planning Assessment System (EPAS) system- gives us an indication of the

skills students have learned through 8th grade. • Many students enter high school scoring an

11, 12, 13, 14, or 15 on the Explore test- Yet

most of our assessments are at a much higher level.• Generally this is because of the curriculum

covered in our textbooks and our desire to align our assessments to our text.

• What if we aligned our assessments to our students?

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DVCA’s Interim/Formative Assessments

• Assessments are to give information as to where students are at as well as where they still need to go.

• Questions (teachers/students) are to be mapped to the standards in order for them to be meaningful. Students should know what the standards are, and they should be a part of the monitoring process.

• Instructional and Curricular decisions are made based off of student progress.

• Assessment Instruction Curriculum

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Using CRS to Guide Our Curricular Decisions

Vertical Alignment: Skills Sequence(i.e. Alg.; Geometry, Alg II/Trig. Calculus)

- Sequential, careful planning of skills instruction by level;– Student systemically learn all level-appropriate

skills;– Students review previously taught skills

(eliminates assumptive teaching);– Students stretch to the next band by previewing

what they will be expected to master the next year.

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Translating into the Classroom: CPS Created EPAS Data

Allows for early programming of incoming 9th grade students.Incoming Freshmen Roster/Freshman Watchlist

Drives articulation meetings with “feeder” schools and provides information for recruitment

Feeder School Report for EXPLORE Highlights “Achievement Gap” concerns for schools and area office.

Demographic Comparison Reports

Promotes conversation between the Area Instruction Officer and principals.

School Gains ChartDrives school improvement through targeted curriculum

development.EXPLORE and PLAN Strand AnalysisPLAN Item Analysis

Provides a lens for increasing student achievement.Student RostersHistorical Rosters

Promotes the “rigor” in conversations between coaches and teachers. “Unpacking” the College Readiness Standards.

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Creating Materials that are Skills-Based & Differentiated: 3 Band Model

• Curriculum is to be aligned to the assessments and are to be meaningful to what students need.

• Questions asked (by teacher/student) should map to standards and be represented through multiple modalities (i.e. visual, auditory, kinestatics..).

• Combination of direct knowledge, short answer, and application.

• Teachers are to be aware of the difficulty level of problems so that you are able to anticipate students strengths and weaknesses (the difficulty level should be transparent to students as well)

• Assessment Instruction Curriculum

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Assessments & Collaboration• CPS Scantron & IDS Quarterly’s

– Interim Assessments w/Scoring Reports Aligned to the CRS

– Protocols– Quality Professional Development

• IDS Summative & Teacher Constructed Interim Measures– Quality Professional Development– Protocols w/Concentration on Purposeful

Teacher and Student Analysis

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Translating into Classroom Instruction:

Work of the ILT and the TCTs Within Strands,Identify Teaching Objectives(College Readiness Standards)

(TCT)

Review Interim Assessments Develop and Implement (ILT) Instructional Plans

(TCT) Monitor and Revise Instruction

(TCT and ILT)* Develop Student Plans as Needed

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Basic General Honors

6 (32-36)

5 (28-32)Secondary Focus

4 (24-27)Secondary Focus Primary Focus

3 (20-23)Secondary Focus Primary Focus

2 (16-19)Primary Focus

1 (1-15)Review Focus

Review FocusReview Focus

Basic General Honors

6 (32-36)

5 (28-32)Secondary Focus

4 (24-27)Secondary Focus Primary Focus

3 (20-23)Secondary Focus Primary Focus

2 (16-19)Primary Focus

1 (1-15)Review Focus

Review FocusReview Focus

Freshmen Sophomore Junior

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Translating into the Classrooms: Instruction

“Everything Looks Different”College Readiness Standards: Gradebook

Reading Standards 13-15 Student 1

Student 2

Student 3

Student 4

Recognize a clear intent of an author or narrator in uncomplicated literary narratives. 80 70 70 90

Locate basic fact (for example, names dates, events) clearly stated in a passage. 95 85 75 95 Determine when (e.g., first, last, before, after) or if an event occurred in uncomplicated passages 83 80 60 90 Recognize clear cause-effect relationships described within a single sentence in a passage 76 70 55 80 Understand the implication of a familiar word or phrase and of simple descriptive language 72 65 50 80 Draw simple generalizations and conclusions about the main characters in uncomplicated literary narratives 70 76 55 80

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Translating into the Classrooms: Instruction

“Everything Looks Different”Teacher’s: Formative Assessment Monitor

College Readiness Standard Assessment 1Average/# Students Mastered

Assessment 2Average/# Students Mastered

Locate basic fact (for example, names dates, events) clearly stated in a passage.

Determine when (e.g., first, last, before,after) or if an event occurred in an uncomplicated passage.

Recognize clear cause-effectrelationships described within asingle sentence in a passage

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Translating into the Classrooms: Assessment

Use of formative, aligned assessments is critical to improving student achievement

2.The passage suggests that the Incans built bridges because they —

A. connected and expanded the Incan empire.* B. spanned and secured the roadways. C. tried and failed to build European bridges.

D. brought them to new hunting grounds.

Content Area: Social SciencePassage: Inca Suspension BridgeACT Strand: Cause and EffectCRS: 13-15 Recognize clear cause-effect relationships

described within a single sentence in a passage.Answer Choice: Sentence Fragment

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Protocols: Targeted Data & PM Discussions

• High Quality Instructional Tasks: Checking the alignment of instructional tasks

• Student Work Protocols: Teachers give “hot” and “cold” feedback to improve the quality of assignments and help teachers refine their expectations

• Weekly (PM) meetings: Teachers share student performance on specific objectives and get feedback from other teachers

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Engaging Students in the Process

Pre-Test: Goal Setting

Standards Analysis: Determine gaps between prediction and actual performance

Reflection: Understand results and determine whyo Goal setting: How much can I improve?o Portfolio: Collect evidence

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Student Portfolio - Track Evidence of Skill Performance on Labs as Well As Interims

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What Is the Difference?Higher Performance Occurs When:• Principals and teachers use a systematic and

purposeful approach with the standards;

• Principals and teachers use assessment data to start discussions about where students are;

• Principals use protocols with teacher teams and student to drive work and move students.

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Benefits• STUDENTS

– Achievement and Access– Enriched learning experience

• TEACHERS– Efficacy and Effectiveness– Enhanced Professionalism

• SCHOOL & COMMUNITY– Social Capital Expanded– Empowerment

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Dunbar Vocational Career Academy High School’s Next

Steps…To Get Better at Measuring the

GEM* OF A CLASS using our Interim Assessments!!!!(Growth Entry Metric or GEM)

*The GROWTH from ENTRY METRIC measures the growth of a class by the

PERCENTAGE OF GROWTH FROM ENTRY