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Understanding the Bar A Deeper Look at the MCCRS and PARCC 2014 Leadership Institute Day 1. Please connect to the internet using the Leadership Institute network. Network ID: BCPS Password: baltimorecitypublicschool $ - PowerPoint PPT Presentation
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Understanding the BarA Deeper Look at the MCCRS and PARCC
2014 Leadership Institute Day 1
1
2
Please connect to the internet using the
Leadership Institute network.
Network ID: BCPS
Password: baltimorecitypublicschool$
If you have not already downloaded today’s materials, please go to the conference website and download the
documents for the appropriate day and grade level.
Website: 365.bcpss.org/leadership
Session Outcome Activities
We will develop a common understanding of the urgency of raising the
bar for every student through a deeper
understanding of content and grade level
expectations for the Maryland College and
Career Ready Standards (MCCRS).
• Dissect PARCC tasks for rigor in ELA and Mathematics
• Deconstruct the MCCRS aligned to the task
• Make connections to the curriculum and Instructional Framework
Agenda3
Group Norms
Understand that those who work, learn.Recognize that everyone has expertise.Phrase questions for the benefit of everyone.Challenge ideas, not people.Share talk time
4
5
K-8 LITERACY
Session Overview: Literacy
Participants will...
• Review PARCC timelines and task types,
• Complete a sample PARCC task, and
• Analyze how the task addresses the MCCRS
…in order to better understand how the PARCC assessment measures readiness for college and
career against the MCCRS.
6
The MCCRS Shifts Build Toward College and Career Readiness for All Students
Engage with
Complex Text
Extract and Employ
Evidence
Build Knowledge
7
8
PARCC Performance-Based Assessment for ELA / Literacy
Literary Analysis
Task
Narrative Task
Research Simulation
Task
9
PARCC Performance-Based Assessment:
ELA / LiteracyGrades 3-11
PARCC Performance-Based Assessments
•This task will ask students to carefully consider literature worthy of close study and compose an analytic essay.
Literary Analysis Task
•In this task, students may be asked to write a story, detail a scientific process, write a historical account of important figures, or describe an account of events, scenes or objects.
Narrative Task
•In this task, students will analyze an informational topic presented through several articles or multimedia stimuli. Students will answer a series of questions and synthesize information in order to write two analytic essays.
Research Simulation Task
10
When taking the PARCC assessment, students will encounter three question types:
• Evidence-Based Selected Response (EBSR) items
• Technology-Enhanced Constructed Response (TECR) items
• Prose Constructed Response (PCR) items
3 Types of Questions
11
Texts Worth Reading
12
We will be looking at the first text for a Research Simulation Task:
Eliza’s Cherry Trees: Japan’s Gift to America by Andrea Zimmerman tells the story of a young woman who lived in Washington, D. C. in the 1800s.
As you read the text, pay attention to complexity (vocabulary, structure, etc.) What grade level do you think aligns to this text?
Research Simulation Task
After reading and discussing the excerpt from Eliza’s Cherry Trees, complete the Sample PARCC Assessment questions.
What do you think is the appropriate grade level for this text? Has your opinion changed? Why or why not?
13
Debriefing the Task
What type of task did you complete?
What is the appropriate grade level for this
text?
What is your impression of the task
now that you’ve completed it?
What skills and strategies do you think are most relevant for completing this task?
14
Sample Item #1—Part A
15
The article includes these details about Eliza’s life: She wrote newspaper articles to tell others about what she saw in Alaska to
inform those who had not been there. (paragraph 1) She wrote the first guidebook about Alaska. (paragraph 1) She was the first woman to work at the National Geographic Society, where
she wrote many articles and books. (paragraph 11)
What do these details help show about Eliza?a) They show that she shared the benefits of her experiences with others.*b) They show she had many important jobs during her lifetime, but becoming a
photographer was one of her proudest moments.c) They show that her earlier travels were more exciting than the work she did
later in life.d) They show that she had a careful plan for everything she did in her life.
Sample Item #1—Part B
16
Ideas from paragraphs 1 and 11 were used to help you learn about Eliza.
Click on (or highlight) two other paragraphs that include additional support for the answer in Part A.
There are more than two paragraphs that include additional support, but you need to only choose two.
[Note: in addition to the instructions within the item, the computer functionality will prevent students from selecting paragraphs 1 and 11 or
more than two paragraphs total.]
Connecting the MCCRS
17
Standard RI.3.2: Determine the main
idea of a text; recount the key
details and explain how they support
the main idea.
Connecting the MCCRS
18
Standard RI.3.1: Ask and answer
questions to demonstrate
understanding of a text, referring
explicitly to the text as the basis for
answers.
Sample Item #1—Part A
19
Which statement best describes how the events in
paragraphs 13 through 15 are related to each other?
a. They explain how Washington DC would change if cherry trees were
planted around the city.
b. They show that Eliza found a new way to get cherry trees planted in
Washington, D.C.*
c. They compare the ways Eliza and Mrs. Taft tried to add beauty to
Washington, D.C.
d. They describe how Mr. Takamine gave Eliza the idea to bring cherry trees to
Washington, D.C.
.
Sample Item #1—Part B
20
Which sentence from the article best
supports the answer in Part A?
a. “When they bloomed, the trees became clouds of pink blossoms.”
b. “She kept trying for more than twenty years!”
c. “She wrote a letter to the president’s wife, Mrs. Taft.”*
d. “With the help of Mr. Takamine, a generous Japanese scientist, they had
trees sent from Japan.”
Connecting the MCCRS
21
Standard RI.3.3: Describe the relationship
between a series of historical events, scientific ideas or concepts, or steps
in technical procedures in a a
text, using language that pertains to time,
sequence, and cause / effect.
Connecting the MCCRS
22
Standard RI.3.1: Ask and answer
questions to demonstrate
understanding of a text, referring
explicitly to the text as the basis for
answers.
Reflection
What does this look like in the classroom?
How do teachers engage students in activities that allow students to succeed at these tasks?
How do these activities align to the actions within the Instructional Framework?
23
Connecting to the Instructional Framework
24
Connecting to City Schools Model for Effective Literacy Instruction
25
Connecting to City Schools Curriculum
26
• Structures• Whole Group• Small Group • Independent Practice
• Strategies• Guided Reading• Shared Reading• Rich and Rigorous Conversation• Close Reading• Writing from Sources• Think Aloud / Write Aloud• Text Dependent Questioning
Connecting to City Schools Curriculum
27
Modeling: Think Aloud (RI.1, RL.1)
Pre-writing: Outlining/Chartin
g (RI.1, RL.1)
At your tables, discuss the fol lowing:
How does this information help you as you prepare to lead your school/teacher team
for the upcoming year?
Closing: Table Talk
28
K-8 MATHEMATICS
29
Mathematics Assessment
Type I
Type II
Type III
30
PARCC Assessment Mathematics
Type I Tasks
• Concepts, skills, and procedures • Balance of conceptual
understanding, fluency, and application
• Can involve any or all mathematical practice standardsType
I
31
Type II Tasks
32
• Expressing mathematical reasoning
• Each task calls for written arguments/ justifications, critique of reasoning, or precision in mathematical statements
• Can involve other mathematical practice standardsType
II
Type III Tasks
33
• Modeling/ application• Each task calls for the modeling/
application in a real-world context or scenario
• Can involve other mathematical practice standardsType
III
What’s the Task Type?
34
•Solve the task independently.
Solve
•Turn and talk with a partner about what was required of you to solve the task.
Discuss
•Determine what type of task you completed.
Answer
Elementary PARCC Task
35
1 8 1 4+ 1 6 4 8
4 8
Elementary PARCC Task36
Elementary PARCC Task
37
5 6 = R X 7
Debrief
What type of task did you complete?
What is the appropriate grade level for this
task?
What is your impression of the task
now that you’ve completed it?
What Standards of Mathematical Practice do you think is most
relevant for solving this task?
38
Guide to the MCCRS Structure
Domains are large groups of related
standards.
Clusters are sub-groups of related
standards.
Standards define what students
should understand and be able to do.
39
MCCRS Standards Progression
40
GradePriorities in Support of Rich Instruction and Expectations of Fluency and Conceptual Understanding
K–2Addition and subtraction, measurement using whole number quantities
3–5 Multiplication and division of whole numbers and fractions
6Ratios and proportional reasoning; early expressions and equations
7Ratios and proportional reasoning; arithmetic of rational numbers
8 Linear algebra
Priorities in Mathematics41
Required Fluencies in K-6
Grade Standard Required Fluency
K K.OA.5 Add/subtract within 5
1 1.OA.6 Add/subtract within 10
22.OA.2
2.NBT.5
Add/subtract within 20 (know single-digit sums from memory)
Add/subtract within 100
33.OA.7
3.NBT.2
Multiply/divide within 100 (know single-digit products from memory)
Add/subtract within 1000
4 4.NBT.4 Add/subtract within 1,000,000
5 5.NBT.5 Multi-digit multiplication
6 6.NS.2,3Multi-digit division
Multi-digit decimal operations
42
Connecting the MCCRS
What content cluster of the MCCRS
does this task address?
43
Read over the content clusters.
Identify the content cluster associated with
the task.
Connecting the MCCRS
•Solve problems involving the four operations, and identify and explain patterns in arithmetic.
Operations and Algebraic
Thinking
44
3.OA.D.8 Solve two-step word problems using the four operations.
Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using
mental computation and estimation strategies including rounding.
3.OA.D.9 Identify arithmetic patterns (including patterns in the
addition table or multiplication table), and explain them using
properties of operations.
45
3.O
A.D
.8
Solve two-step word problems using the
four operations.
Represent these problems using
equations with a letter standing for the
unknown quantity.
Assess the reasonableness of
answers using mental computation and
estimation strategies including rounding.
Connecting the MCCRS
46
Solve two-step word problems using the four
operations.
Read and make sense of word
problems
Proficiency with addition, subtraction,
multiplication, and division
Properties of Operations Order of Operations
3.OA.D.8
What does this look like in the classroom?
Sample Student Activities
Fluency Games
Problem of the Day
Math Journals
Small Group Computation Math Talk
Peer Work Review
47
Connecting the Curriculum
48
What resources does our curriculum provide to allow students to engage in these types of
activities?
Students need to develop speed and accuracy with simple calculations
Detailed fluency activities that support prior learning and
current learning.
49
Elementary Units
Sprints – The teacher assumes the role of athletic coaches and students recognize their increasing success which serves to motivate them to do their personal best.
Fun, fast-paced, adrenaline-rich activities that intentionally build energy
and excitement.
50
1 1
1 21 4
1 3
1 51 61 0
1 71 9
2 0
Elementary Units
The curriculum provides opportunities for students to explain why the math works
Students use writing and speaking to solve mathematical problems, reflect on their learning, and analyze their thinking.
They learn more than the trick to get the answer right. They learn the math.
51
Elementary Units
The curriculum provides students with opportunities to apply math in real word situations and decide which math to use in the situation.
Students use mathematical tools and diagrams that aid problem solving.
Students solve single-step and multi-step word problems as well as brain teasers and exploratory tasks.
52
Elementary Units
Students interact with real-world problems to develop concepts & skills
Animations Ground
Conceptual Development
53
Agile Mind
Virtual and concrete manipulatives
Manipulatives help students
model the world
54
Agile Mind
The curriculum provides opportunities for students to explain why the math works
Students use writing and speaking to solve mathematical problems, reflect on their learning, and analyze their thinking.
They learn more than the trick to get the answer right. They learn the math.
55
Agile Mind
The curriculum provides students with opportunities to apply math in real word situations and decide which math to use in the situation.
Students use mathematical tools and diagrams that aid problem solving.
Students solve single-step and multi-step word problems as well as brain teasers and exploratory tasks.
56
Agile Mind
Interactive problem-solving
Students use technology to interact with problems and organize their reasoning.
57
Agile Mind
Connecting to the Instructional Framework
58
Session Reflection
59
• Turn and talk to about what implications this session’s information has on your school for this upcoming year.
Turn and Talk
• Designate one person to share out your group’s discussion to the whole group.
Share Out • Jot down three things your team can do immediately in response to the information received today.
Quick Write
References
Maryland College and Career Ready Standards
http://mdk12.org/instruction/commoncore/index.html City Schools’ Mathematics and ELA Curriculum
http://www.bcpss.orgPARCC Online
http://www.parcconline.orgAchieve the Core: Progressions Documents
http://achievethecore.org/page/254/progressions-documents-for-the-common-core-state-standards-for-mathematics-detail-pg
The Mathematics Common Core Toolbox http://ccsstoolbox.agilemind.com/index_flash.html
60
61
Questions or CommentsContact Information
Dr. Nakia HardyExecutive Director of
Teaching and Learning
Ryan Reid-SaltaDirector of Mathematics
Janise LaneDirector of Literacy ACLs
Looking Forward to Day 2
62
TRACKING STUDENT PROGRESS TO MEET THE BAR FOR EVERY STUDENT
SECONDARY LITERACY
63
Session Overview: Literacy
Participants will...
• Review PARCC timelines and task types,
• Complete a sample PARCC task, and
• Analyze how the task addresses the MCCRS
…in order to better understand how the PARCC assessment measures readiness for college and
career against the MCCRS.
64
The MCCRS Shifts Build Toward College and Career Readiness for All Students
Engage with
Complex Text
Extract and Employ
Evidence
Build Knowledge
65
66
PARCC Performance-Based Assessment for ELA / Literacy
Literary Analysis
Task
Narrative Task
Research Simulation
Task
67
PARCC Performance-
Based Assessment: ELA / Literacy
Grades 3-11
PARCC Performance-Based Assessments
•This task will ask students to carefully consider literature worthy of close study and compose an analytic essay.
Literary Analysis Task
•In this task, students may be asked to write a story, detail a scientific process, write a historical account of important figures, or describe an account of events, scenes or objects, for example.
Narrative Task
•In this task, students will analyze an informational topic presented through several articles or multimedia stimuli. Students will answer a series of questions and synthesize information in order to write two analytic essays.
Research Simulation
Task
68
When taking the PARCC assessment, students will encounter three question types:
• Evidence-Based Selected Response (EBSR) items
• Technology-Enhanced Constructed Response (TECR) items
• Prose Constructed Response (PCR) items
3 Types of Questions
69
We will be looking at the first text for a Literacy Analysis Task:
Brian’s Winter—Author Gary Paulsen won the ALA Margaret Edwards Award, which recognizes an author and a particular body of work for “significant and lasting contribution to young adult literature” in 1997.
As you read the text, pay attention to complexity (vocabulary, structure, etc.) What grade level do you think aligns to this text?
Texts Worth Reading
70
Simulation: Literary Analysis Task
After reading and discussing the excerpt from Brian’s Winter, complete the Sample PARCC Assessment questions.
What do you think is the appropriate grade level for this task? Has your opinion changed? Why or why not?
71
Debriefing the Task
What type of task did you complete?
What is the appropriate grade level for this text?
What is your impression of the
task now that you’ve completed it?
What skills and strategies do you think are most relevant for completing this task?
72
Sample Item #1—Part A
73
What is the meaning of the word adversary as it is used in paragraph 21?
A. problem’s solutionB. indication of troubleC. opposing force*D. source of irritation
Sample Item #1—Part B
74
Which phrase from paragraph 21 best helps clarify the meaning of adversary?
A. “own worst enemy”*B. “the primary rule”C. “missed the warnings”D. “most dangerous thing”
Connecting the MCCRS
75
Standard RL.8.4: Determine the
meaning of words and phrases as they
are used in a text, including figurative
and connotative meanings; analyze
the impact of specific word
choices on meaning and tone, including
analogies or allusions to other
texts.
Connecting the MCCRS
76
Standard RL.8.1: Cite the textual
evidence that most strongly supports
an analysis of what the text says
explicitly as well as inferences drawn
from the text.
Connecting the MCCRS
77
Standard L.8.4: Determine or clarify
the meaning of unknown and
multiple‐meaning words or phrases based on grade 8
reading and content, choosing flexibly from a range of
strategies.
Create a summary of the excerpt from Brian’s Winter by dragging four statements from the list of events and dropping them in chronological order into the table titled Summary.
Sample Item #2
1 Brian is sore as he gets into his bag that night.
2 Brian attempts to scare away the bear that wakes him up.*
3 The bear is more powerful than Brian thinks.
4 Brian believes that he has learned to co-exist with the bears.*
5 Brian takes a serious risk.
6 Brian thinks about solutions to his major problem.*
7 The bear tosses Brian and eats the scraps of Brian’s meal.*
8 The bear looks at Brian and walks away.
9 The bear sits back and sniffs the air.
Summary
1
2
3
4
Correct Response: 4, 2, 7, 6
78
Connecting the MCCRS
79
Standard RL.8.2: Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary
of the text.
Connecting the MCCRS
80
Standard RL.8.1: Cite the textual
evidence that most strongly supports
an analysis of what the text says
explicitly as well as inferences drawn
from the text.
Sample Item #3—Part A
In the excerpt from Brian’s Winter, Brian comes to a major realization at the end of the passage. Which
statement best describes his realization?
A. He needs to avoid confronting wild animals.B. He needs to prepare for the perils of winter.*C. He needs to create a better way to store food.D. He needs to find a new, safer shelter.
81
Connecting the MCCRS
82
Standard RL.8.3: Analyze how
particular lines of dialogue or
incidents in a story or drama propel the
action, reveal aspects of a character, or
provoke a decision.
Connecting the MCCRS
83
Standard RL.8.1: Cite the textual
evidence that most strongly supports
an analysis of what the text says
explicitly as well as inferences drawn
from the text.
Reflection
What does this look like in the classroom?
How do teachers engage students in activities that allow them to succeed at tasks like this?
How do these activities align to the actions within the Instructional Framework?
84
Connecting to the Instructional Framework
85
Connecting to City Schools Model for Effective Literacy Instruction
86
Connecting to City Schools Curriculum
87
Structures Whole Group Small Group Independent Practice
Strategies Text Annotation Close Reading Rich and Rigorous Conversation Prewriting Writing from Sources Think Aloud / Write Aloud Text Dependent Questioning
Connecting to City Schools Curriculum
Modeling: Think Aloud and Write
Aloud (RI.1, RL.1)
88
Pre-writing: Double-Entry Journals
(RI.1, RL.1)
At your tables, discuss the fol lowing:
How does this information help you as you prepare to lead your school/teacher team
for the upcoming year?
Closing: Table Talk
89
SECONDARY MATHEMATICS
90
Mathematics Assessment
Type I
Type II
Type III
91
PARCC Assessment Mathematics
Type I Tasks
• Concepts, skills and procedures • Balance of conceptual
understanding, fluency, and application
• Can involve any or all mathematical practice standardsType
I
92
Type II Tasks
93
• Expressing mathematical reasoning
• Each task calls for written arguments/ justifications, critique of reasoning, or precision in mathematical statements
• Can involve other mathematical practice standardsType
II
Type III Tasks
94
• Modeling/ application• Each task calls for the modeling/
application in a real-world context or scenario
• Can involve other mathematical practice standardsType
III
What’s the Task Type?
95
•Solve the task independently
Solve
•Turn and talk with a partner about what was required of you to solve the task
Discuss
•Determine what type of task you completed
Answer
Secondary Performance Task
96
tdO 10
100 20
12
100 tdB
Secondary Performance Task
97
10
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td
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6.9
1210080
2012100100
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Debrief
What type of task did you complete?
What is the appropriate grade level for this task?
What is your impression of the task now that
you’ve completed it?
What Standards of Mathematical Practice do you think is most relevant
for solving this task?
98
Guide to the MCCRS Structure
Conceptual Categories
Number and Quantity
Algebra Functions Modeling Geometry
Statistics and
Probability
99
Guide to the MCCRS Structure
100Domains are large groups of related
standards
Clusters are subgroups of
related standards.
Standards define what students should know and be able to do.
MCCRS Standards Progression
101
Domain Progression – Secondary School Math
6th Grade 7th Grade 8th Grade High School
Ratios & Proportional Relationships Number &
Quantity
The Number System
Expressions & Equations Algebra
Functions
Geometry
Statistics & Probability
GradePriorities in Support of Rich Instruction and Expectations of Fluency and Conceptual Understanding
K–2Addition and subtraction, measurement using whole number quantities
3–5 Multiplication and division of whole numbers and fractions
6Ratios and proportional reasoning; early expressions and equations
7Ratios and proportional reasoning; arithmetic of rational numbers
8 Linear algebra
Priorities in Mathematics102
Connecting the MCCRS
What content domain of the MCCRS
does this task address?
103
Read over the Conceptual Categories.
Identify the Domain
associated with the task.
104
Connecting the MCCRSA-CED - Creating equations that describe numbers or relationships
A-CED.1 - Create equations and
inequalities in one variable and use
them to solve problems. Include equations arising from linear and
quadratic functions, and simple rational
and exponential functions.
A-CED.2 - Create equations in two or more variables to
represent relationships
between quantities; graph equations on
coordinate axes with labels and scales.
A-CED.3 - Represent constraints by equations or
inequalities, and by systems of equations and/or inequalities,
and interpret solutions as viable or nonviable options in a modeling context.
For example, represent inequalities describing nutritional and cost constraints on combinations of
different foods.
A-CED.4 - Rearrange formulas
to highlight a quantity of interest, using the same reasoning as in
solving equations. For example,
rearrange Ohm’s law V = IR to highlight
resistance R.
105
A-C
ED
.2
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Graphical Solution
106
TIME
DISTANCE
Connecting the MCCRS
107
Create equations in two or more variables to represent relationships
between quantities; graph equations on coordinate axes with labels and scales.
Read and make sense of word
problems
Model relationships
between quantities using
variables
Fluency with algebraic
manipulations
Interpret the models using
units of measurement
A-CED.2
What does this look like in the classroom?
108
A-C
ED
.2
Cre
ate
equ
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ns in
two
or m
ore
variab
les to re
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ith
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Sample Student Activities
Fluency Expectations Manipulatives Performance
Tasks
Small Group Animations Math Discourse
Peer Work Review
Interactive
Problem-Solving
109
Connecting the Curriculum
110
What resources does our curriculum provide to allow students to engage in these types of
activities?
Students interact with real-world problems to develop concepts & skills
Animations Ground
Conceptual Development
111
Agile Mind
Virtual and concrete manipulatives
Manipulatives help students
model the world
112
Agile Mind
The curriculum provides opportunities for students to explain why the math works
Students use writing and speaking to solve mathematical problems, reflect on their learning, and analyze their thinking.
They learn more than the trick to get the answer right. They learn the math.
113
Agile Mind
The curriculum provides students with opportunities to apply math in real word situations and decide which math to use in the situation.
Students use mathematical tools and diagrams that aid problem solving.
Students solve single-step and multi-step word problems as well as brain teasers and exploratory tasks.
114
Agile Mind
Interactive problem-solving
Students use technology to interact with problems and organize their reasoning.
115
Agile Mind
Connecting to the Instructional Framework
116
Session Reflection
117
• Turn and talk to about what implications this session’s information has on your school for this upcoming year.
Turn and Talk
• Designate one person to share out your group’s discussion to the whole group.
Share Out • Jot down three things your team can do immediately in response to the information received today.
Quick Write
References
Maryland College and Career Ready Standards
http://mdk12.org/instruction/commoncore/index.html City Schools’ Mathematics and ELA Curriculum
http://www.bcpss.orgPARCC Online
http://www.parcconline.orgAchieve the Core: Progressions Documents
http://achievethecore.org/page/254/progressions-documents-for-the-common-core-state-standards-for-mathematics-detail-pg
The Mathematics Common Core Toolbox http://ccsstoolbox.agilemind.com/index_flash.html
118
119
Questions or CommentsContact Information
Dr. Nakia HardyExecutive Director of
Teaching and Learning
Ryan Reid-SaltaDirector of Mathematics
Janise LaneDirector of Literacy ACLs
Looking Forward to Day 2
120
TRACKING STUDENT PROGRESS TO MEET THE BAR FOR EVERY STUDENT
121
Please take the next 10-15 minutes to complete the daily survey.
Website: 365.bcpss.org/leadership
Your responses are important for feedback not only about today, but also for future
planning!