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OFFICE OF ACADEMICS Educating Responsible and Courageous Leaders Who Challenge Injustice
Presentation to School Committee
June 18, 2014
1
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:
2
1. Reorganized to become a more nimble, data-driven & project-based
organization 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
3
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
organization
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
4
BOSTON PUBLIC SCHOOLS
Strength in our Networks
5
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
outperforming 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
6
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
7
“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
9
BOSTON PUBLIC SCHOOLS Academics
10
Academics Moving Forward The Office of Academics is
becoming a more nimble, data-
driven & project-based
organization 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
opportunities 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
ODAOELL 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.
12
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
13
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
14
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
on 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
20
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
21
To eliminate achievement gaps, achieve proficiency for all
students, and graduate students from school prepared for
college and career success
BOSTON PUBLIC SCHOOLS Academics
Su
sta
inin
g Target: High-performing
schools and schools that have moved from a lower to a higher level
Goal: Sustain organizational and instructional practices and interventions that help move the school to a higher level; remain vigilant that unanticipated internal or external actions do not derail school’s performance
Imp
rovin
g 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 organizational and instructional practices and interventions to accelerate progress
Tra
nsf
orm
ing
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 of the school’s capacity to move out of stagnation
Goal: Intervene as in-district receiver with the capacity to restructure the school
22
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
23
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
24
BOSTON PUBLIC SCHOOLS Academics
3. Proposed to the DESE a District strategy to Turn around & Transform
schools
25
26
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
27
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
over 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
28
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
over 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
29
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
30
BOSTON PUBLIC SCHOOLS Academics
Learning from BPS schools
31
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
32
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
33
BBOSTON PUBLIC SCHOOLS Academics
Creating the guiding coalition
Academics
External Advisory
Board
Principals & Headmasters
Advisory Board
Student Advisory
Board
Professional Advisory
Board (BTU-BPS
34
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
offering fully inclusive programs for students with disabilities
INCLUSIVE
PRACTICES
Priorities remain the same for next year
BBOSTON PUBLIC SCHOOLS Academics
Moving forward, Academics will:
36
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
37
Research Methodology
BOSTON PUBLIC SCHOOLS
38
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 0
72% 1 3
78% -3 3
91% 3 16
39
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
40
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
41
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
42
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
43
Outlier Schools vs. High Perf. Schools: Grade 3
Source: High Performing Schools: DESE website and BPS Data Warehouse, Outlier Schools: BPS 2014 Student Data
0
10
20
30
40
50
60
70
OutlierSchools
High Perf.Schools
State
Boston
Student subgroups at high performing schools sometimes surpass their peers’ achievement at outlier schools.
BOSTON PUBLIC SCHOOLS Academics
44
Outlier Schools vs. High Perf. Schools: Grade 4
Source: High Performing Schools: DESE website and BPS Data Warehouse, Outlier Schools: BPS 2014 Student Data
0
10
20
30
40
50
60
OutlierSchools
High Perf.Schools
State
Boston
Student subgroups at high performing schools sometimes surpass their peers’ achievement at outlier schools.
BOSTON PUBLIC SCHOOLS Academics
45
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
46
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.