High School CIA, Mon May 24High School CIA, Mon May 24

o Announcements

o NHPS PBA

o Lab Discourse

o Discussion

High School CIA Monday, May 24, 2010Announcements:

Jobs: TALK to me about possible positions/transfers. Still must be approved by sending/receiving principal. (Ms gen sci, hs gen sci, chem)

Assessments:Available for draft review now at www.newhavenscience

.org/testUsername: science password: keyWill be finalized June 4, scantrons hereDue back June 24th

Reminder: Special Ed/ELL modifications should reflect CMT/CAPT modifications.

Assessment review: Have these been discussed in data teams?

CAPT Results: about July 1STEM Program list: please fill outDistrict Data Fair: Please visit science boards and offer feedback.

Also offer feedback on science supervisor end of year survey at: http://www.surveymonkey.com/s/Q8FYC3M

Other:order materials, especially embedded tasks, NOW for next yearCheck website for PD

New Haven, A City of Great Schools

NHPS PERFORMANCE-BASED ASSESSMENT

CIA Meeting - May 24, 2010

New Haven, A City of Great Schools

New Haven School Change in a Nutshell

Grading the Schools• Define three tiers of schools based on how well

they are educating their students, and design a program for each school based on what that school needs to successfully promote student achievement, including school turnaround

• Assign Tiers to 6-8 schools in March 2010 for new programming to begin in the fall of 2010, and assign Tiers to the remainder of the schools by November 2010

Collect Feedback from Stakeholders• Gather information from parents, teachers and

students in an annual surveys of how they perceive their school environment

• Take input from Principals on the effectiveness of central office services, and work to ensure the best possible support to schools

The School Change Initiative aims to:

• Close the gap between the performance of New Haven students and the rest of the State in 5 years

• Cut the drop-out rate in half

• Ensure that every graduating student has the academic ability and the financial resources to attend and succeed in college

Portfolio of Schools Talent Community

Teacher, Principal and Administrator Evaluation and Development•Develop evaluation systems that recognize great teachers and administrators and identify those that are struggling•Rely on new measures of student learning to inform teacher, principal and administrator evaluation and development•Provide feedback, coaching, and other development opportunities to help all educators be successful

Recruitment•Improve recruiting processes to attract and keep the very best teachers and administrators

Parents• Launch city-wide Parent Leadership Organization,

made up of PTO leadership from each school, to provide input to district

• Build ways for parents to be involved in their students’ education

Wraparound Services• Work to ensure that every student is available and

ready to learn in the classroom, by ensuring coordination inside and outside the school system through the new Boost! partnership

Promise scholarship• Provide college funding to all residents who

graduate from NHPS ready to be successful in college

How will we achieve our goals?

What is New Haven School Change? Why is it important?

• We have an obligation, as a community, to make sure all our children have the opportunity and the means to achieve their full potential

• College graduates have more options, greater earning capacity, and longer life spans than their peers who do not complete high school

How do we measure student learning?

After much discussion and input from parents, teachers, administrators and the community at large we agreed that student learning on the way to our goals should be measured by looking at college success, engagement and attitude about school, completed course work, demonstrated skills and tested knowledge

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New Haven, A City of Great Schools

Student Learning Measures – How Does Performance-Based Assessment Fit In?

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Student Learning Indicators…

• Enrollment in and successful completion of accredited post-secondary education or training, with an emphasis on college

• Demonstration of intellectual skills and positive personal behaviors on significant projects over the course of a student’s academic career

• Engagement in and positive attitude toward school, community and the future

College Success

Expressed Engagement & Attitude

Completed Coursework

Demonstrated Skills

Tested Knowledge

• Successful completion of courses required for high school graduation and college readiness

• Exposure to the arts, athletics, and other subjects

• Progress and performance on state standardized tests toward ‘proficiency’ and ‘goal’ standards in reading, writing, math, and science

• Progress along a K-12 standards continuum as reflected in focused and instructionally useful assessments

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NHPS student learning measures, developed by the Reform Committee and approved by the Board

…As measured by

• Graduates’ enrollment in and completion of post-secondary education (tracked by the National Student Clearinghouse)

• Progress on 21st Century Competencies as demonstrated through Capstone Portfolios

• Student and teacher survey input on student engagement and attitude

• Student transcripts and grades

• Progress on state/national content standards as demonstrated through Quarterly Assessments and CAPT

New Haven, A City of Great Schools

Proposed NHPS Performance-Based Assessment System

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• NHPS seeks to develop a performance-based assessment system that will be oriented around an agreed upon set of 21st Century Competencies (higher order thinking and intellectual skills that are critical for success in the 21 st century)

• High schools will implement (or expand upon existing) performance assessments and Capstone Portfolios in 9 th -12th grade through which students demonstrate progress on 21st Century Competencies

• Performance assessments and Capstone Portfolios will be guided by district-wide expectations and standards (including common competencies and rubrics), but implemented at the school level based on the specific structure, strengths, and needs of each school

Successful development and implementation of a performance-based assessment system will require work at multiple levels

District-Wide Shared Language and Focus

School-Based Adult Actions

Student Actions

• NHPS 21st Century Competencies and associated rubrics• District-wide Capstone Portfolio parameters

• School-based Capstone Portfolio plan• Regular, substantive conversations about student work• Common language and time for grading and planning• Integration or 21st Century Competencies in instruction

• Development of Capstone Portfolio through selection of and reflection on work

New Haven, A City of Great Schools

Developing a Performance-Based Assessment System

District-Wide Shared Language and Focus

School-Based Adult Actions

Student Actions

Development and implementation should occur over time, beginning with shared language and focus and moving towards student actions

Spring / Summer 2010 2010 – 2011 2011– 2012

• Develop NHPS 21st Century Competencies and rubrics

• Develop district-wide Capstone Portfolio parameters

• Develop and begin implementation of school-based Capstone Portfolio plan

• Establish opportunities for common planning and grading

• Students develop Capstone Portfolios in grades 9-12

• Implement school-based Capstone Portfolio plan

• Strengthen common grading and interdisciplinary planning and instruction

• Facilitate and support adoption of 21st Century Competencies and Capstone Portfolios

• Review and revise as needed

All NHPS High Schools should have a Capstone Portfolio structure in place by 2011-12, however some schools will progress at a different paces depending on existing structures, strengths, and needs

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New Haven, A City of Great Schools

New Haven Public Schools 21st Century Competencies

By the time a student graduates from a NHPS School s/he will demonstrate proficiency in the following competencies:

1 Problem Solving ･ Developing and applying strategies to solve complex problems･ Engaging in inquiry processes

2 Critical Thinking ･ Exercising sound reasoning in constructing arguments and making complex decisions･Making interconnections among systems (systems thinking)

3 Accessing and Analyzing Information

･ Accessing and evaluating information from multiple sources･ Organizing and synthesizing information using multiple methods, including current technologies

4 Communication and Collaboration

･ Articulating ideas clearly and effectively to a variety of audiences using multiple modes･ Communicating effectively and working productively with others

5 Creativity and Innovation

･ Demonstrating originality and inventiveness in work･ Developing, implementing, and sharing new ideas with others

6 Initiative, Leadership and Accountability

･Monitoring one’s own understanding and learning needs and transferring learning from one domain to another･ Guiding and leading others ･ Setting goals and managing time and resources to produce high quality results in an efficient and timely manner

7 Citizenship and Responsibility

･ Exercising empathy and respecting diverse cultures and perspectives ･ Contributing to and taking responsibility for the larger community

Competency As demonstrated through

New Haven, A City of Great Schools

The Assessment Working Group

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Name Department/Role School

Deb Boughton English Teacher Career

Kristi Shanahan World Language Teacher HSC

Don Brechlin Math Teacher Career

Fallon Daniels Science Teacher Coop

Charline Cupole Business Teacher Metro

Ned Flanagan Tech Ed Teacher Sound

Andrea Sauerbrunn Special Education Teacher Coop

Katharine Monahan Guidance Counselor Cross

Jack Paulishen Social Studies Teacher Hillhouse

Michelle Sherban-Kline Administrator Cross

Judy Puglisi Administrator CT Scholars

Meredith Gavrin Program Director New Haven Academy

An Assessment Working Group made up of teachers and school-based and central office administrators from across the district has been established to support the development of district-wide Capstone Portfolios in high schools. The Assessment Working Group has three core responsibilities:

•Contribute to the development of district-wide common 21st Century standards and rubrics to guide school-based portfolio development and assessment

•Support the development of district portfolio guidelines and criteria

•Serve as a conduit for communication and collection of feedback at individual schools

Assessment Working Group representatives:

Peer Discourse and Science Achievement

Complete study at www.newhavenscience.org/peerdiscourse

o Observed 6 classes, both class lesson, then 1 small group per class designing the acid rain experiment.o Coded class observations and group talk observationso Teacher survey and student survey (all students in each class)o Got Inquiry scores for quarter one and quarter two assessmentso Got Inquiry scores for quarter three assessmentsoUsed student numbers to match and find correlations

Complete Data, Discourse, and Assessment by class

Class Talk +

Talk 0

Talk -

Class Task (CT)

Class Und (CU)

SSurv Task (ST)

SSurv Und (SU)

TSurv Task (TT)

TSurv Und (TU)

Q1/2 Inq Scores (Q1)

Q3 Inq Scores (Q3)

1a 3.17 2.50 1.67 2.75 2.25 3.87 3.88 3.33 3.67 0.61 0.82

2b 1.50 1.13 1.19 1.25 1.75 3.43 3.43 2.67 3.33 0.55 0.64

3c 2.38 2.75 0.75 2.75 2.50 4.04 4.15 3.67 3.67 0.62 0.87

4d 1.88 1.38 0.88 1.00 1.75 3.83 3.81 3.67 3.33 0.55 0.65

5e 1.67 2.50 2.25 2.00 1.75 3.30 3.32 2.33 2.00 0.53 0.44

6f 2.67 3.17 1.33 2.75 2.25 3.93 3.92 4.33 4.67 0.56 0.57

non-observg

--- --- --- --- --- --- --- --- --- 0.40 0.47

Meanh 2.18 2.19 1.40 2.10 2.02 3.72 3.73 3.32 3.46 0.42 0.49

SD 1.30 1.10 0.91 0.73 0.28 0.76 0.76 3.33 3.67 0.24 0.27

Note. an=28. bn=18. cn=9. dn=18. en=19. fn=20. gn=978. hn=1053

Correlations among discourse factors and student achievement

Measure

Measure M SD 1 T+ 2 T0 3 T- 4 ST 5 SU 6 TT 7 TU 8 CT 9 CU 10 QI 11Q3

GroupTalk a

1. TalkPos 2.18 1.30 --

2. TalkNeut 2.19 1.10 .54* --

3. TalkNeg 1.40 .91 .09 .11 --

Surveyb

4. Student Task 3.72 .76 .21 .29 -.44 --

5. StudentUnder 3.73 .76 .15 .29 -.32 .94** --

6. Teacher Task 3.32 .67 .32 .37 -.29 .31** .30** --

7. Teacher Under 3.46 .80 .30 .23 -.32 .28** .27** .89** --

Class Observed b

8. Class Task 2.10 .73 .41* .66** .11 .17 .18 .38** .43** --

9. Class Under 2.02 .28 .40* .53* -.15 .27** .29** .62** .66** .89** --

Student Achievement

10. Q1Q2 InqScore

.416 .240 .39 .21 .12 .04 .07 .08 .10 .14 .18 --

11.Quart3 InqScore

.492 .270 .46 .24 .29 .26** .30** .18 .25** .21* .39** .66** --

Significance with Q3 Inq scores (p 2-tailed)

.067 .362 .258 .006 .001 .067 .009 .025 .00002 .00001 --

Note. an=17. bn=110. cn=1053. *. Correlation is significant at the 0.05 level (2-tailed). **. Correlation is significant at the 0.01 level (2-tailed).

Figure 2 Partial correlation of selected significant factors with inquiry score Note. (adjusted Pearson r controlled for prior achievement).

Findings:o Student talk does correlate with achievement, even when prior achievement is factored in especially in science inquiry

o Classroom observations are good data, as are student group observations

o Students have some knowledge of understanding linked to group talk and scores

o Teachers may not know of the benefit of group talk as much

Implications:o Teachers should scaffold and teach group talk, experiment designo Less emphasis on task completion, content as part of lab design talk

o Social roles matter, and students can become aware of their roles.

o Teachers need to find opportunities to observe group talk (video, peer observ, etc)

WHY? HOW?

o Understand content

o Make connections

o Show relevancy

o Build community

o Show student ideas are valued

o Build trust and respect

REMEMBER …

IT’S A PROCESS

http://www1.umn.edu/ohr/teachlearn/tutorials/active/scene1/index.html

o Use inviting questions

o Familiar >>> Abstract

o Question >>> Rephrase >>> Example

o Be concrete

o How to balance safety/challenge

o Privacy versus participation

o Use variety to include all

o Address ideas not individuals

o Ask for examples/evidence

o Respect all responses

o No interruptions

o Rules apply to everyone

o Failure to acknowledge comments

o Anger

o Interruptions

o Sage on the stage

o Lecturing speakers

MODEL, PRACTICE, and PATIENCE

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