Achievement Gap Task Force Superintendents’ and Principals’ Forum February 24, 2014

Achievement Gap Task ForceSuperintendents’ and Principals’ Forum

February 24, 2014

CHULA VISTA ELEMENTARY SCHOOL DISTRICT

Background Information

District Demographics

45 Schools

29,263 Students

9,806 English

Learners

5 Charter Schools

35 Title I Schools

52% Free/Reduce

d Price Lunch

Program

2011 2012 20130

10

20

30

40

50

60

70

80

90

100

75 75 74

District-wide Averages

Percent at Proficient and Advanced ~ CST Math AYP

Percent of Students Who Met Standards ~ LM Math

2011 2012 20130

10

20

30

40

50

60

70

80

90

100

73

44 44

2011 2012 20130

10

20

30

40

50

60

70

80

90

100

66 68 67

Socioeconomically Disadvantaged

2011 2012 20130

10

20

30

40

50

60

70

80

90

100

N/A N/A

35

Percent at Proficient and Advanced ~ CST Math AYP

Percent of Students Who MetStandards ~ LM Math

2011 2012 20130

10

20

30

40

50

60

70

80

90

100

68 70 67

English Learners

2011 2012 20130

10

20

30

40

50

60

70

80

90

100

64

37 35

Percent at Proficient and Advanced ~ CST Math AYP

Percent of Students Who Met Standards ~ LM Math

2011 2012 20130

10

20

30

40

50

60

70

80

90

100

50 49 47

Students with Disabilities

2011 2012 20130

10

20

30

40

50

60

70

80

90

100

33

16 17

Percent at Proficient and Advanced ~ CST Math AYP

Percent of Students Who Met Standards ~ LM Math

CHULA VISTA ELEMENTARY SCHOOL DISTRICT

Professional Development

Professional Development Based on Core Features of Classrooms That Promote Understanding

Nature of Classroom Tasks

Make mathematics problematic

Connect with where the

students are

Leave behind something of

value

Role of the Teacher

Select tasks with goals in

mind

Share essential

information

Establish classroom

culture

Social Culture of Classroom

Ideas and methods are

valued

Students choose and share their methods

Mistakes are learning

opportunities for

everyone

Correctness resides in

mathematical argument

Mathematical Tools as Learning Supports

Meaning for tools must

be constructed by each user

Used with purpose to

solve problems

Used for recording,

communicating, and thinking

Equity and Accessibility

Tasks are accessible to all students

Every student is

heard

Every student

contributes

Professional Development History -Layering

2010-11• Conceptual Understanding• Multiple Representations

2011-12• Standards of Mathematical Practices• Teacher Content Knowledge• Fractions on a Number Line• Base Ten with Ten Frames

2012-13• Math Discourse• Good Tasks• Teacher’s Role• Calibration of Scoring Tasks

School Leadership Teams and

Afterschool Trainings

School Leadership Teams and

Afterschool Trainings

School Leadership Teams and

Afterschool Trainings

2013-14 Professional Development

Principal

• Calibration of Performance Task

• What to look for in math instruction?

Academies

• Grade Level Teams• Content Specific

• Operations and Algebraic Thinking

• Numbers in Base Ten

• Numbers-Fractions• Problem Situations

• Pedagogy

School Sites

• Close Reading in Math

• Math Discourse• Conceptual

Understanding• Procedural

Understanding• Mental Math• Scoring

Calibration of Performance Assessment Tasks

CHULA VISTA ELEMENTARY SCHOOL DISTRICT

Resources

Resources

Math Instruction

Performance Tasks

Topic Assessment

s

Pacing Guide

Pacing Guides

Topic Assessments

Performance Assessments

Table Talk

What has been your work to date in professional development?

What CCSS aligned resources are your teachers using?

What are some of your successes/challenges?

CHULA VISTA ELEMENTARY SCHOOL DISTRICT

Support for Target Groups

Support for Target Groups

Content and

Language

Objectives

Close Reading

Math Tools

Math Discours

e

8 Mathematical Practices

Content and Language Objectives

1. Content Objectives

2. Language Objectives

3. Mathematical Practices

Close Reading

1. Read for gist

2. Identify unfamiliar words

3. Reread

4. Annotate, underline, highlight important information

5. Retell, rephrase, paraphrase

Math Tools

Math tool kits

Variety of manipulatives

Choice

Math Discourse

Reveals understandings and misunderstandings

Supports deeper reasoning

Supports language development

Supports development of social skills

Promotes mathematical practice behaviors

Math Discourse

RightsYou have the right to:Make a contribution

to an attentive, responsive audience.

Ask questions.Be treated civilly.Have your ideas

discussed, not you.Revise your thinking

ObligationsYou are obligated to:Speak loudly for others to

hear.Listen for understanding.Treat others civilly at all

times.Consider other people’s

ideas, and to explain your agreement or disagreement with their ideas.

Table Talk

Content and

Language

Objectives

Close Reading

Math Tools

Math Discours

e

CVESD is addressing target groups through….

How is your school /district addressing target groups?

CHULA VISTA ELEMENTARY SCHOOL DISTRICT

School Sites

Leadership for Site Implementation

Principal Training

Staff Professional Development• Word

Problems• Rubric• Checklist

Feedback Form

Classroom Observation

s

Student Outcomes

Teacher Collaboration Model

Partner with sister schoolInvest School Compensatory Funds and

Title I Funds3 part time support teachers ( art,

science, PE)124 day contract (62 days per school)½ day release every 8 daysPlan for ELA, ELD, and Math

Teacher Collaboration Process

Analyze data Identify strategic

students for re-teaching and re-testing

Item analysis from assessments

Plan spiral review Create action plans that

map out instruction Identify

resources/manipulatives Identify academic

vocabulary

CHULA VISTA ELEMENTARY SCHOOL DISTRICT

Technology

Technology

Getting ready for Smarter Balanced Assessments:

New mobile labs for all schools

WirelessPractice Tests

Technology

Using technology in the classroom:

Edmodo Math Apps:

Virtual Mathematics

Educreations

Technology

Online Resources:Kahn AcademyInside

MathematicsLearnZillionIllustrative

MathematicsEngage NYSilicon Valley Math

Initiative (SVMI)

CHULA VISTA ELEMENTARY SCHOOL DISTRICT

Parent Trainings

Parent Trainings

District and Site Level:Sessions on Common

Core introductionSessions on Math – K-2nd Sessions on Math 3 – 6th

Table TalkNature of Classroom

Tasks

Make mathematic

s problematic

Connect with where

the students are

Leave behind

something of value

Role of the Teacher

Select tasks with goals

in mind

Share essential

information

Establish classroom

culture

Social Culture of Classroom

Ideas and methods are

valued

Students choose and share their methods

Mistakes are learning opportunitie

s for everyone

Correctness resides in

mathematical argument

Mathematical Tools as Learning Supports

Meaning for tools must

be constructed by each user

Used with purpose to

solve problems

Used for recording,

communicating, and thinking

Equity and Accessibility

Tasks are accessible

to all students

Every student is

heard

Every student

contributes

Based on the evidence you saw of the Core Features of classrooms that promote understanding:

1. How are these Core Features being addressed at your school site/district?

2. What are your next steps?

Questions

Thank you!