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Aspirational Goal 1 (Part 1) and Bridge to Excellence Master
Plan Update
Accelerated Achievement and Equity, Curriculum, Instruction, and
Innovation,
School Administration and Leadership, System Accountability
& School Improvement, and
Technology InfrastructureOctober 10, 2018
Presenter(s):Jamie Aliveto, Director, System Accountability
& School Improvement (SASI)
Nancy Doll, Principal, Linganore HighFrank Vetter, Principal,
Walkersville Middle
Kathy Gull, Achievement Specialist, Accelerating Achievement and
Equity (AAE) Larry Steinly, Supervisor, Accelerating Achievement
and Equity (AAE)
Academics, Communications, Technology and Student
Achievement
ASPIRATIONAL GOAL 1:FCPS will equip each and every student to be
an
empowered learner and an engaged citizen to achieve a positive
impact in the local and global community.
• Priority 1—FCPS will provide each and everystudent high
quality instruction that fostersinquiry, creative thinking, complex
problemsolving, and collaboration.
• Priority 2—FCPS will raise achievement for allstudents and
eliminate achievement gaps.
• Priority 1—FCPS will provide each and everystudent high
quality instruction that fostersinquiry, creative thinking, complex
problemsolving, and collaboration.
• Priority 2—FCPS will raise achievement for allstudents and
eliminate achievement gaps.
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Priorities 1 and 2 (Part 1)—High Quality Instruction, Raising
Achievement for All Students, Closing Achievement Gaps:
Performance on accountability tests (PARCC Performance) with a
focus on each English learners, students with special needs, and
gaps in student achievement
Additional Goal 1 Measures (Part 2)
Perceptual data related to high quality instruction College and
Career Readiness measures Access to advanced coursework Local
assessment measures
(To be presented 10/24/18)
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State Assessment Performance
Four Year Trend
PARCC English Performance Levels 3-52015 - 2018 Results—Percent
of Test Takers
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PARCC English Performance Levels 4-52015 - 2018 Results—Percent
of Test Takers
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PARCC English 10 and Algebra 1 Performance-1st Time Test
Takers
PARCC Math Performance Levels 3-52015 - 2018 Results—Percent of
Test Takers
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PARCC Math Performance Levels 4-52015 - 2018 Results—Percent of
Test Takers
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PARCC English 10 and Algebra 1 Performance-1st Time Test
Takers
State Assessment Performance
Comparison to State and State Ranking
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PARCC English Performance: State Comparison
>15% above state
>10‐14.9% above state
15% above state
>10‐14.9% above state
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State Assessment Performance
Achievement Gaps
51.8% 50.6% 53.0% 51.2%
70.8%69.7% 69.5% 71.2%
34.1% 35.4%
38.9% 39.0%
34.0% 33.3%35.3% 35.0%
57.0% 56.0%
58.9%57.1%
51.9% 51.0%
53.4%49.4%
25.0%
35.0%
45.0%
55.0%
65.0%
75.0%
2015 2016 2017 2018
Percent of Students at Performance Level 4 or Higher by
Race/Ethnicity, 2015-2018, ELA (Grades 3-5)
All Students
Asian
Black or AfricanAmerican
Hispanic /Latino any race
White
Two or More Races
American Indian or AlaskaNative & Native Hawaiian or Other
Pacific Islander are included in All Students numbers but because
they make up
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34.1% 35.4%38.9% 39.0%
54.1% 52.7%55.0% 53.0%
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
2015 2016 2017 2018
Percent of Students at Performance Level 4 or Higher by
Race/Ethnicity, 2015-2018, ELA (Grades 3-5)
Black or African American vs All Other RacesBlack or
AfricanAmerican
All Other Races
2015 Gap: 20.0%
2018 Gap: 14.0%
DECREASE by 6.0%
34.0% 33.3% 35.3% 35.0%
54.7% 53.7% 56.4% 54.7%
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
2015 2016 2017 2018
Percent of Students at Performance Level 4 or Higher by
Race/Ethnicity, 2015-2018, ELA (Grades 3-5)
Hispanic / Latino any race vs All Other Races Hispanic /Latino
anyrace
All Other Races
2015 Gap: 20.7%
2018 Gap: 19.7%
DECREASE by 1.0%
9.1%10.9% 12.3%
13.4%
56.8% 55.0%57.6%
56.0%
7.6%5.7% 4.9%
9.9%
54.5% 53.7%
56.5%54.4%
29.2% 29.2%31.7% 31.2%
59.6% 59.6%62.2%
59.7%
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
2015 2016 2017 2018
Percent of Students at Performance Level 4 or Higher by Service
Group, 2015-2018, ELA (Grades 3-5)
Students with Disabilities
Not Students withDisabilities
English Learners
Not English Learners
Free/Reduced Meals
Not Free/Reduced Meals
Students w/Disabilities 2015 Gap: 47.7%
2018 Gap: 42.6%DECREASE by 5.1%
English Learners2015 Gap: 46.9%2018 Gap: 44.5%
DECREASE by 2.4%
Free/Reduced Meals2015 Gap: 30.4%2018 Gap: 28.5%
DECREASE by 1.9%
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PARCC English Language Arts: Changes in Measured Achievement
Gaps 2015 to 2018Student Group Content and Level *Change in Gap:
Performance
Levels 4 and 5*Change in Gap: Performance
Levels 3, 4, & 5African American Elementary ELA -6 -1.9
Middle ELA -6.8 -5.8High ELA -1.4 -14.9
Hispanic Elementary ELA -1 -5.2Middle ELA +5.1 +4.9High ELA +9.7
+9.5
English Learners Elementary ELA -2.4 -13.8Middle ELA +10.6
+6.1High ELA +17.4 +8.2
Free and Reduced Meals Elementary ELA -1.9 -1.6Middle ELA +2.1
+3.2High ELA +4.1 -4.8
Students With Disabilities Elementary ELA -5.1 -7.3Middle ELA
+9.8 naHigh ELA +14.6 -5.5
*Change in percentage points from 2015 to 2018 using student
group vs. non-student group methodology; changes of more than .5
reflected
The African American achievement gap in ELA is decreasing at all levels of performance and grade bands.
Gaps for all student groups at the elementary level are closing in ELA
While gaps in ELA are increasing for students in poverty and students with disabilities at
performance levels 4 and 5, they are primarily decreasing when
including level 3.
Achievement gaps in ELA for Hispanic
students and English Learners are widening at the secondary level.
PARCC Math/Algebra 1: Changes in Measured Achievement Gaps 2015
to 2018Student Group Content and Level *Change in Gap:
Performance
Levels 4 and 5*Change in Gap: Performance
Levels 3, 4, & 5African American Elementary Math -2 na
Middle Math -1.9 -2.6High Math +1.9 -4.5
Hispanic Elementary Math -0.9 -2Middle Math +2.9 +4.4High Math
+7.3 +6.4
English Learners Elementary Math +1.7 -10.7Middle Math +8.2
+1High Math +21 +17.8
Free and Reduced Meals Elementary Math +2.5 -.7Middle Math +6.6
+6.2High Math +11.1 +5.7
Students With Disabilities Elementary Math -1.5 -5.7Middle Math
+9.1 naHigh Math +9.0 -1.3
*Change in percentage points from 2015 to 2018 using student
group vs. non-student group methodology; changes of more than .5
reflected
The African American achievement gap in math is decreasing at all levels of performance and grade bands, except high school performance levels 4 and 5.
Gaps for all students at elementary are closing at performance levels 3, 4, and 5
Achievement gaps in math for Hispanic
students and English Learners are widening at the secondary level.
While gaps in math are increasing for students with disabilities at performance
levels 4 and 5, they are primarily decreasing when including level 3.
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Performance on State Assessments: Students Who Successfully Exit
FCPS Special Education and English Learner Programs and
Services
2018STUDENTS WITH
DISABILITIES
Levels 3, 4 & 5 Levels 4-5
ALL EXITED ALL EXITED
Grade(s) Class (% of Students) (% of Students) (% of Students)
(% of Students)
Grades 3-5 ELA 75.8 75.2 51.2 45.4
Grades 6-8 ELA 75.5 72.6 53.7 43.8
Grades 9-12 ENG10 77.7 78.0 61.6 54.2
Grades 3-5 MATH 78 75.2 52.3 45.4
Grades 6-8 MATH 71.5 72.6 43.6 43.8
Grades 7-12 ALG01 76.6 78 54.4 54.2
2018ENGLISH LEARNERS
Levels 3, 4 & 5 Levels 4-5
ALL EXITED ALL EXITED
Grade(s) Class (% of Students) (% of Students) (% of Students)
(% of Students)
Grades 3-5 ELA 75.8 84.7 51.2 51.8
Grades 6-8 ELA 75.5 74.3 53.7 47.2
Grades 9-12 ENG10 77.7 67.9 61.6 47.2
Grades 3-5 MATH 78 84.7 52.3 51.8
Grades 6-8 MATH 71.5 74.3 43.6 47.2
Grades 7-12 ALG01 76.6 67.9 54.4 47.2
Hispanic Enrollment Trend in FCPS: English Learner and
Non-English Learner
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Raise Achievement for All Students and Eliminate Achievement
Gaps-
Strategies for All Strategies for Special Populations
Systemically defined high quality instruction (Framework for
Teaching) Implementation of a caseload model to provide for
increased staffing for direct support for students with
disabilities
Continued foundation in Cultural Proficiency Implementation of
specialized program coordinators to provide direct support to
students and staff in programs
Accelerated Learning Process (ALP) training and coaching
Addition of two new specialized programs
FCPS Collaborative Improvement Process (CIP) Professional
learning on developing and implementing standards-aligned IEPs and
monitoring students’ progress
Updated Curriculum Resources and Workgroup-Elementary ELA*
Systemic workgroup to support students with Dyslexia,
Dysgraphia, and Dyscalculia*
Updated Universal Screening for Reading and Continuum of
Services for Structured Literacy Intervention*
Decentralization of and upgrades to EL Program at secondary
level
*Strategies will be highlighted in evening presentation on
Dyslexia, Dysgraphia, and Dyscalculia
Raise Achievement for All Students and Eliminate Achievement
Gaps-
Key Successes Key Tasks Completed Other Important Variables or
Challenges
West Frederick Middle School (ELA)* >10 percentage point
increase in
students scoring 4/5 since 2015 Outperforming “similar
schools”
Content Knowledge: standards studyEvidence of Learning: short
cycle formative assessment, student work samplesInstructional
Design: challenging tasks for all with scaffolds as neededStudent
Agency: incorporating choice
Conducive schedule for consistent meetings
Ensuring high quality job embedded professional learning
Department retreats Teacher leadership (positions in
formula)Linganore High School (Math)* >12 percentage point
increase in
students scoring 4/5 since 2017 implementation
Highest performing special education student group (60% 4/5)
Highest performing all student group (82.5% 4/5)
Content Knowledge: used results to focus skills and content
(modeling and application)Evidence of Learning: teacher made
assessments to measure progress in key areasInstructional Design:
flexible grouping across teachersStudent Agency: focused on
productive struggle and perseverance
Creating time for teachers to come together
Teacher mindset Teacher leadership Technical tools
*ALP was implemented in the content areas identified
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Raise Achievement for All Students and Eliminate Achievement
Gaps-
Key Successes
Exit rate for English Learner (EL) students increased by 31%
based on state assessment given to all students across the state
(ACCESS for EL’s)
92% of students who were offered English 12 as a summer school
course passed (36/39 students)
Exited English Learners perform similarly to non-English Learner
peers
Statistically significant increases were seen in math and
English language arts for English Learners at the elementary level
and all FCPS
In 2016-2017, the overall language proficiency composite for all
EL students was 2.9. In 2017-2018, the overall composite was 3.4.
This represents an increase in language proficiency by 17%.
Raise Achievement for All Students and Eliminate Achievement
Gaps-
Key Tasks Completed Other Important Variables or Challenges
Continued professional learning and implementation of high
quality
instruction for EL students through Sheltered Instruction
Observation Protocol (SIOP)
Growth of student population at the secondary level (130%
increase since 2015-16)- often limited and interrupted formal
education, and having experienced traumatic situations
Development and implementation of two math foundational courses
to close the gap for students with limited math skills at the
secondary level
Enrollment experience can represent a significant change in
schooling experiences and expectations from their home
countries
Additional counseling and mental health supports for EL students
at the secondary level, in particular where decentralization
occurred
Time period for English language acquisition- takes 5-7 years
(up to 10 years for students with limited formal education),
whereas high school is 4 years
Teacher and counselor collaborative guidance with students to
understand and map out a graduation or program completer pathway
for their career and/or college aspirations
Need to teach both the academic English language and the first
language
Expanded opportunities for course offerings for EL students to
accelerate credit attainment towards graduation requirements,
including additional summer school courses, extended day schedules,
high school credit attainment while students are still in middle
school, and the establishment of formal partnerships for students
to access community supports
Comfort and experience with technology use for EL students and
their families-difficulty in accessing resources
Worked with FCC to create viable options for students to obtain
a GED if they will likely be unable to obtain a high school diploma
by the time they age out
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Questions?