Transcript Document

High School CIA, Mon May 24
o Announcements
o NHPS PBA
o Lab Discourse
o Discussion
High School CIA Monday, May 24, 2010
Announcements:
Jobs: TALK to me about possible positions/transfers. Still must be
approved by sending/receiving principal. (Ms gen sci, hs gen sci, chem)
Assessments:
Available for draft review now at
www.newhavenscience.org/test
Username: science password: key
Will be finalized June 4, scantrons here
Due back June 24th
Reminder: Special Ed/ELL modifications should reflect
CMT/CAPT modifications.
Assessment review: Have these been discussed in data
teams?
CAPT Results: about July 1
STEM Program list: please fill out
District Data Fair: Please visit science boards and offer feedback.
Also offer feedback on science supervisor end of year survey at:
http://www.surveymonkey.com/s/Q8FYC3M
Other:
order materials, especially embedded tasks, NOW for next year
Check website for PD
CIA Meeting - May 24, 2010
NHPS PERFORMANCE-BASED
ASSESSMENT
New Haven, A City of Great Schools
New Haven School Change in a Nutshell
What is New Haven School Change?
Why is it important?
The School Change Initiative aims to:
• Close the gap between the performance of New Haven students and
the rest of the State in 5 years
• Cut the drop-out rate in half
• Ensure that every graduating student has the academic ability and the
financial resources to attend and succeed in college
• We have an obligation, as a community, to make sure all our children
have the opportunity and the means to achieve their full potential
• College graduates have more options, greater earning capacity, and
longer life spans than their peers who do not complete high school
How do we measure student learning?
After much discussion and input from parents, teachers, administrators and the community at large we agreed that student learning on the way to
our goals should be measured by looking at college success, engagement and attitude about school, completed course work, demonstrated
skills and tested knowledge
How will we achieve our goals?
Portfolio of Schools
Talent
Grading the Schools
• Define three tiers of schools based on how well
they are educating their students, and design a
program for each school based on what that
school needs to successfully promote student
achievement, including school turnaround
• Assign Tiers to 6-8 schools in March 2010 for
new programming to begin in the fall of 2010,
and assign Tiers to the remainder of the schools
by November 2010
Teacher, Principal and Administrator
Evaluation and Development
• Develop evaluation systems that recognize
great teachers and administrators and identify
those that are struggling
• Rely on new measures of student learning to
inform teacher, principal and administrator
evaluation and development
• Provide feedback, coaching, and other
development opportunities to help all educators
be successful
Collect Feedback from Stakeholders
• Gather information from parents, teachers and
students in an annual surveys of how they
perceive their school environment
• Take input from Principals on the effectiveness
of central office services, and work to ensure the
best possible support to schools
Recruitment
• Improve recruiting processes to attract and keep
the very best teachers and administrators
New Haven, A City of Great Schools
Community
Parents
• Launch city-wide Parent Leadership
Organization, made up of PTO leadership from
each school, to provide input to district
• Build ways for parents to be involved in their
students’ education
Wraparound Services
• Work to ensure that every student is available
and ready to learn in the classroom, by ensuring
coordination inside and outside the school
system through the new Boost! partnership
Promise scholarship
• Provide college funding to all residents who
graduate from NHPS ready to be successful in
college
5
Student Learning Measures – How Does Performance-Based
Assessment Fit In?
NHPS student learning measures, developed by the Reform Committee and approved by the Board
Student Learning Categories
Student Learning Indicators…
…As measured by
College
Success
• Enrollment in and successful completion of
accredited post-secondary education or training,
with an emphasis on college
Expressed
Engagement &
Attitude
• Engagement in and positive attitude toward
school, community and the future
• Student and teacher survey input
on student engagement and
attitude
Completed
Coursework
• Successful completion of courses required for
high school graduation and college readiness
• Exposure to the arts, athletics, and other subjects
• Student transcripts and grades
Demonstrated
Skills
• Demonstration of intellectual skills and positive
personal behaviors on significant projects over the
course of a student’s academic career
• Progress on 21st Century
Competencies as demonstrated
through Capstone Portfolios
Tested
Knowledge
• Progress and performance on state standardized
tests toward ‘proficiency’ and ‘goal’ standards in
reading, writing, math, and science
• Progress along a K-12 standards continuum as
reflected in focused and instructionally useful
assessments
• Progress on state/national content
standards as demonstrated
through Quarterly Assessments
and CAPT
New Haven, A City of Great Schools
• Graduates’ enrollment in and
completion of post-secondary
education (tracked by the National
Student Clearinghouse)
6
Proposed NHPS Performance-Based Assessment System
• NHPS seeks to develop a performance-based assessment system that will be oriented around an agreed upon set of
21st Century Competencies (higher order thinking and intellectual skills that are critical for success in the 21 st
century)
• High schools will implement (or expand upon existing) performance assessments and Capstone Portfolios in 9 th -12th
grade through which students demonstrate progress on 21st Century Competencies
• Performance assessments and Capstone Portfolios will be guided by district-wide expectations and standards
(including common competencies and rubrics), but implemented at the school level based on the specific
structure, strengths, and needs of each school
Successful development and implementation of a performance-based assessment system will require work
at multiple levels
Student Actions
School-Based Adult Actions
District-Wide Shared
Language and Focus
• Development of Capstone Portfolio through selection of and
reflection on work
•
•
•
•
School-based Capstone Portfolio plan
Regular, substantive conversations about student work
Common language and time for grading and planning
Integration or 21st Century Competencies in instruction
• NHPS 21st Century Competencies and associated rubrics
• District-wide Capstone Portfolio parameters
New Haven, A City of Great Schools
7
Developing a Performance-Based Assessment System
Development and implementation should occur over time, beginning with shared language and focus and
moving towards student actions
Spring / Summer 2010
2010 – 2011
2011– 2012
• Students develop Capstone
Portfolios in grades 9-12
Student Actions
• Develop and begin
• Implement school-based
implementation of schoolCapstone Portfolio plan
based Capstone Portfolio plan • Strengthen common
• Establish opportunities for
grading and interdisciplinary
common planning and
planning and instruction
grading
School-Based Adult
Actions
District-Wide Shared
Language and Focus
• Develop NHPS 21st Century
Competencies and rubrics
• Develop district-wide
Capstone Portfolio
parameters
• Facilitate and support adoption of 21st Century Competencies
and Capstone Portfolios
• Review and revise as needed
All NHPS High Schools should have a Capstone Portfolio structure in place by 2011-12, however some schools will
progress at a different paces depending on existing structures, strengths, and needs
New Haven, A City of Great Schools
8
New Haven Public Schools 21st Century Competencies
By the time a student graduates from a NHPS School s/he will demonstrate
proficiency in the following competencies:
Competency
As demonstrated through
1 Problem Solving
･Developing and applying strategies to solve complex problems
･Engaging in inquiry processes
2
Critical Thinking
･Exercising sound reasoning in constructing arguments and making complex
decisions
･Making interconnections among systems (systems thinking)
3
Accessing and
Analyzing Information
･Accessing and evaluating information from multiple sources
･Organizing and synthesizing information using multiple methods, including current
technologies
4
Communication and
Collaboration
･Articulating ideas clearly and effectively to a variety of audiences using multiple
modes
･Communicating effectively and working productively with others
5
Creativity and
Innovation
･Demonstrating originality and inventiveness in work
･Developing, implementing, and sharing new ideas with others
6
Initiative, Leadership
and Accountability
･Monitoring one’s own understanding and learning needs and transferring learning
from one domain to another
･Guiding and leading others
･Setting goals and managing time and resources to produce high quality results in an
efficient and timely manner
7
Citizenship and
･Exercising empathy and respecting diverse cultures and perspectives
ResponsibilityNew Haven,･Contributing
and taking responsibility for the larger community
A City of GreattoSchools
The Assessment Working Group
An Assessment Working Group made up of teachers and school-based and central office administrators from across the
district has been established to support the development of district-wide Capstone Portfolios in high schools. The
Assessment Working Group has three core responsibilities:
•
Contribute to the development of district-wide common 21st Century standards and rubrics to guide school-based
portfolio development and assessment
•
Support the development of district portfolio guidelines and criteria
•
Serve as a conduit for communication and collection of feedback at individual schools
Assessment Working Group representatives:
Name
Department/Role
School
Deb Boughton
English Teacher
Career
Kristi Shanahan
World Language Teacher
HSC
Don Brechlin
Math Teacher
Career
Fallon Daniels
Science Teacher
Coop
Charline Cupole
Business Teacher
Metro
Ned Flanagan
Tech Ed Teacher
Sound
Andrea Sauerbrunn
Special Education Teacher
Coop
Katharine Monahan
Guidance Counselor
Cross
Jack Paulishen
Social Studies Teacher
Hillhouse
Michelle Sherban-Kline
Administrator
Cross
Judy Puglisi
Administrator
CT Scholars
Meredith Gavrin
Program Director
New Haven Academy
New Haven, A City of Great Schools
10
Peer Discourse and Science Achievement
Complete study at
www.newhavenscience.org/peerdiscourse
o Observed 6 classes, both class lesson, then 1 small
group per class designing the acid rain experiment.
o Coded class observations and group talk observations
o Teacher survey and student survey (all students in each
class)
o Got Inquiry scores for quarter one and quarter two
assessments
o Got Inquiry scores for quarter three assessments
oUsed student numbers to match and find correlations
Com plete Data, Discourse, and Assessm ent by class
Class
Und
(CU)
SSurv
Task
(ST)
SSurv
Und
(SU)
TSurv
Task
(TT)
TSurv
Und
(TU)
Q1/2
Inq
Scores
(Q1)
Class
Talk
+
Talk
0
Talk
-
Class
Task
(CT)
1a
3.17
2.50
1.67
2.75
2.25
3.87
3.88
3.33
3.67
0.61
0.82
2b
1.50
1.13
1.19
1.25
1.75
3.43
3.43
2.67
3.33
0.55
0.64
3c
2.38
2.75
0.75
2.75
2.50
4.04
4.15
3.67
3.67
0.62
0.87
4d
1.88
1.38
0.88
1.00
1.75
3.83
3.81
3.67
3.33
0.55
0.65
5e
1.67
2.50
2.25
2.00
1.75
3.30
3.32
2.33
2.00
0.53
0.44
6f
2.67
3.17
1.33
2.75
2.25
3.93
3.92
4.33
4.67
0.56
0.57
nonobservg
Meanh
---
---
---
---
---
---
---
---
---
0.40
0.47
2.18
2.19
1.40
2.10
2.02
3.72
3.73
3.32
3.46
0.42
0.49
SD
1.30
1.10
0.91
0.73
0.28
0.76
0.76
3.33
3.67
0.24
0.27
Note. an=28. bn=18. cn=9. dn=18. en=19. fn=20. gn=978.hn=1053
Q3 Inq
Scores
(Q3)
Correlations am ongdiscourse factors and student achievem ent
Measure
Measure
M
SD
1 T+ 2 T0
3 T-
4 ST
5 SU 6 TT
7 TU 8 CT 9 CU
1 . Talk P o s
2 .1 8
1 .3 0
--
2 . TalkNeu t
2 .1 9
1 .1 0
.5 4 * --
3 . TalkNeg
1 .4 0
.9 1
.0 9
.1 1
--
4 . Studen t Task
3 .7 2
.7 6
.2 1
.2 9
-.4 4
--
5 . Studen tU nd er
3 .7 3
.7 6
.1 5
.2 9
-.3 2
.9 4 ** --
6 . Teach er Task
3 .3 2
.6 7
.3 2
.3 7
-.2 9
.3 1 ** .3 0 ** --
7 . Teach er U n der
3 .4 6
.8 0
.3 0
.2 3
-.3 2
.2 8 ** .2 7 ** .8 9 ** --
8 . Class Task
2 .1 0
.7 3
.4 1 * .6 6 ** .1 1
.1 7
9 . Class U nder
2 .0 2
.2 8
.4 0 * .5 3 *
.2 7 ** .2 9 ** .6 2 ** .6 6 ** .8 9 ** --
10 QI
1 1Q 3
G ro up Talka
Surv eyb
Class O bserved b
-.1 5
.1 8
.3 8 ** .4 3 ** --
Stud ent A chievement
1 0. Q 1 Q 2
.4 1 6 .2 4 0 .3 9 .2 1
.1 2
.0 4
.0 7
.0 8
In qSco re
1 1.Q uart 3
.4 9 2 .2 7 0 .4 6 .2 4
.2 9
.2 6 ** .3 0 ** .1 8
In qSco re
Sign ificance with Q 3
.0 6 7 .3 6 2
.2 5 8 .0 0 6
.0 0 1 .0 6 7
In q scores p
( 2-tailed )
Note. an =1 7. bn =1 10. cn =1 05 3 .
* . Correlatio n is sig ni ficant at the 0 .0 5 level (2-tailed ).
* *. Co rrelatio n is sig ni ficant at the 0 .0 1 level (2-tailed ).
.1 0
.1 4
.1 8
--
.2 5 ** .2 1 *
.3 9 **
.6 6 **
.0 0 9
.0 0 00 2 .0 0 00 1 --
.0 2 5
--
Figure 2 Partial correlation of selected significant fact ors with inquiry score
Note. (adjusted Pearson r controlled for priorachievement).
Findings:
o Student talk does correlate with achievement, even when prior
achievement is factored in especially in science inquiry
o Classroom observations are good data, as are student group
observations
o Students have some knowledge of understanding linked to group talk
and scores
o Teachers may not know of the benefit of group talk as much
Implications:
o Teachers should scaffold and teach group talk, experiment design
o Less emphasis on task completion, content as part of lab design talk
o Social roles matter, and students can become aware of their roles.
o Teachers need to find opportunities to observe group talk (video, peer
observ, etc)
WHY? HOW?
o Understand content
o Make connections
o Show relevancy
o Build community
o Show student ideas are valued
o Build trust and respect
REMEMBER …
IT’S A PROCESS
http://www1.umn.edu/ohr/teachlearn/tutorials/active/scene1/index.html
o Use inviting questions
o Familiar >>> Abstract
o Question >>> Rephrase >>> Example
o Be concrete
o How to balance safety/challenge
o Privacy versus participation
o Use variety to include all
o Address ideas not individuals
o Ask for examples/evidence
o Respect all responses
o No interruptions
o Rules apply to everyone
o Failure to acknowledge comments
o Anger
o Interruptions
o Sage on the stage
o Lecturing speakers
MODEL, PRACTICE,
and PATIENCE
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