Now that we are all in detention, what next? AYP Rollout, 8_8_14

Now that we are all in detention, what next? AYP Rollout, 8_8_14

What is our purpose?

In 1950, 60% of jobs nationally were classified as unskilled, attainable by young people with high school diplomas or less.

In 1950, 60% of jobs nationally were classified as unskilled, attainable by young people with high school diplomas or less. Today, 20% of jobs are considered “unskilled”.

How are VT schools doing?• Vermont ranked 7th in the world in eighth-grade mathematics

and 4th in science in a study comparing the performance of US states to the 47 countries that participated in the most recent Trends in International Mathematics and Science Study.



• On the National Assessment of Education Progress, Vermont consistently ranks at the highest levels.




• WalletHub analyzed twelve different quality metrics and ranked VT’s school system third in the nation in terms school performance and outcomes.




• WalletHub analyzed twelve different quality metrics and ranked VT’s school system third in the nation in terms school performance and outcomes.

• Under the No Child Left Behind Act (NCLB), basically all our schools are“identified” as a “low performing” under federal law.

“Logic” of waivers

• “Culling the weak schools”: If we identify and sanction the low performers, we can get to 100% proficiency

“Logic” of NCLB

“Culling the weak teachers”: If we identify and sanction the low performers, we can get to 100% proficiency

Why doesn’t AOE support this “logic”?• If it were this easy, you would have done it already.

Why doesn’t AOE support this “logic”?• If it were this easy, you would have done it already.• In very small schools (and classes), estimates based on test

scores may be highly unreliable.

If we reported the way Massachusetts reports, 80% of our schools would have some suppressed data.

Why doesn’t AOE support this “logic”?• If it were this easy, you would have done it already.• In very small schools, estimates based on test scores may be

highly unreliable.• This narrow focus on two measures demeans other important

outcomes we care about.


highly unreliable.• This narrow focus on two measures demeans other important

outcomes we care about.• It doesn’t account adequately for differences outside of school

that make it easier or harder for students to learn at high levels.


highly unreliable.• Narrative of negativity erodes public trust in schools.• Narrow focus on two measures demeans other important

outcomes we care about.• It doesn’t account adequately for differences outside of school

that make it easier or harder for students to learn at high levels.

• When we put too much pressure on teachers to improve test scores, we may compel them to focus on improving test scores, rather than using test scores to improve learning.

Now we are all in detention, what is next?

Tip 1: Examine Equity

NECAP Reading Scores

Poverty and Gender: To improve equity in outcomes,

we need to look at the interaction of poverty and

gender (and race)

All = All Assessed StudentsMNFRL = Male Not Free/Reduced Lunch FNFRL = Female Not Free/Reduced LunchMFRL = Male Free/Reduced LunchFFRL = Female Free/Reduced Lunch

2007 2008 2009 2010 2011 201230

35

40

45

50

55

60

NECAP Grade 7 Reading Results by Gender and Family Income

ALL

MNFRL

FNFRL

MFRL

FFRL

Tip 2:

When you use test scores, focus on scale scores not percent proficient

Scaled Scores vs. Achievement Level Scores

Proficient with Distinction

Proficient

Partially Proficient

Substantially Below Proficient

Scaled Score (SS) 80

40

0

Achievement Level Score (AL)

4

3

2

1

Student A SS = 66 AL = 3

Student B SS = 41 AL = 3

Student C SS = 39 AL = 3


Proficient




Even though Student A appears to be achieving at a higher level than Student B, both students

receive EXACTLY the same Achievement Level scores


Proficient




40

0


4

3

2

1





Proficient




Even though Student A appears to be achieving at a higher level than Student B, both students

receive EXACTLY the same Achievement Level scores

Even though Student B and Student C appear to be

achieving at nearly the same level, Student B receives a HIGHER Achievement Level

Score than Student C


Proficient




40

0


4

3

2

1





Proficient



Tip 3: Use Multiple Measures…

1. Performance assessments of proficiency2. Parent, student and teacher surveys3. Expansion of opportunities to learn (PK, afterschool

and summer programming)4. Observations of teaching5. Multi-tiered systems of support for all learners?6. Examination of student work

… and look at Multiple Outcomes

1. Seven outcomes in EQS• ELA• Math• Scientific inquiry• Citizenship• Physical health and wellness• Artistic expression • 21st century transferable skills.

2. Graduation rates3. Post secondary attainment and satisfaction4. Other

Tip 2: Focus on Instruction

Is what we actually do with children aligned with what we say we believe and do?

If not, why not?

Sample 1Teacher: "Take your ruler. Put it across the top. Make a mark at every

number. Then move your ruler down the bottom. Now, put it across the bottom. Now make a mark on top of every number. Now draw a line from . . ."

Student: “I have a faster way…”Teacher: "No, you don't; you don't even know what I'm making yet.

Do it this way, or it's wrong."

(After the students had made the lines up and down and across the page, the teacher said she wanted them to make a figure by connecting some dots, measure the figure, using the scale of one inch equals one mile, and then cut it out.)

Teacher: "Don't cut until I check it.

Excerpted from Anyon, J. Social Class and School Knowledge.

Sample 2Teacher: Remember, more than one mouse is called mice. Remember what we said the other day: it’s an irregular noun. I’m glad you gave me that one [that example] so you won’t use the wrong one.

Student: Everybody was going to say that one. (pause) It wouldn’t sound right if you said mouses.

Teacher: Yes, (pause) but who can give me a better reason [than how it sounds]? Remember what it’s called? Remember what we said the other day?

.

Teacher: “OK, suppose I’m the manager and you ask me, and I won’t give you a raise. Then what do you do? David?”

Student: “Strikes are not a good idea: the public is always affected. Students don’t learn if teachers strike.

Student: “Companies don’t make profits if workers strike.”Teacher: “I’m asking you question to help you think this through, I’m

not saying I’m not agreeing with you.”Student: “ It goes both ways. Take the newspaper strike. A worker

may have a family he or she has to support, but without newspapers, we don’t know, as David said.”

Teacher: “But what if you really feel...”Student: (cuts off the teacher) “If you really feel strongly, you should.”Students: “No. The students were hurt by the strike of the teachers.

(He begins a monologue about how the teachers shouldn’t strike because it hurts the public. (The teacher finally calls on another student.)

Sample 3:

The Montillation of Traxoline

It is very important that you learn about traxoline. Traxoline is a new form of zionter. It is montilled in Ceristanna. The Ceristannians gristerlate large amounts of fevon and then brachter it to quasel traxoline. Traxoline may well be one of our most lukized snezlaus in the future because of our zionter lescelidge.

Directions: Answer the following questions in complete sentences. Be sure to use your best handwriting. 1. What is traxoline? 2. Where is traxoline montilled? 3. How is traxoline quaselled? 4. Why is it important to know about traxoline?

(Rounds)

Dream big, be courageous, and do the right thing for our students!

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Now that we are all in detention, what next? AYP Rollout, 8_8_14