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September 27, 2012 CSO Meeting. 1 Todays Objectives Introduce new DDOE and district leadership Share DDOE updates Learn more about Delawares participation.

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Presentation on theme: "September 27, 2012 CSO Meeting. 1 Todays Objectives Introduce new DDOE and district leadership Share DDOE updates Learn more about Delawares participation."— Presentation transcript:

1 September 27, 2012 CSO Meeting

2 1 Todays Objectives Introduce new DDOE and district leadership Share DDOE updates Learn more about Delawares participation in SBAC, transition plan and timeline, operational details, and resources available Report on statewide SAT school day results and review individual district data Provide feedback on Chiefs meetings for the coming year

3 2 Agenda 8:00-9:00Optional: Chiefs Meeting with the Secretary 9:00-9:15Welcome and DDOE Updates 9:15-10:30Presentation: Smarter Balanced Assessment Consortium 10:30-10:45Break 10:45-11:15Presentation: College Board: SAT School Day Data 11:15-11:45District PLCs: Examine SAT School Day Data, Discuss Results and Next Steps 11:45-12:00Feedback on Future Meetings and Wrap-up 12:00Optional: Q&A with DDOE Staff

4 3 DOE Leadership Team – Some New Names and Faces David Blowman Deputy Secretary Susan Haberstroh Acting Associate Secretary, College & Workforce Readiness Branch Christopher Ruszkowski Chief Officer, Teacher & Leader Effectiveness Unit Keith Sanders Chief Officer School Turnaround Unit John Hindman Legal Counsel Mark Murphy Secretary of Education Karen Field Rogers Associate Secretary & Chief Financial Officer, Financial Reform & Resource Management Branch Sara Kerr Chief Performance Officer Delivery Unit Alison Kepner Public Information Officer Mary Cooke Human Resources Officer Ryan Fennerty Special Projects Mary Kate McLaughlin Chief of Staff MaryAnn Mieczkowski Acting Associate Secretary, Teaching & Learning Branch Shelley Rouser Special Assistant to the Secretary of Education John Carwell Charter School Office Paul Harrell Public / Private Partnerships

5 44 DDOE Updates (1/2): ESEA and RTTT Single set of goals Single set of routines Coordinated support Reset our goals (AMOs) System focused on student growth Differentiated support based on needs Ambitious goals for students Routines focused on student growth Differentiated routines based on needs ESEARTTT Next Steps Amendment approved by USED Schedule Fall Progress Reviews Communicate level of support

6 5 DDOE Updates (2/2) World Language Immersion The first four programs were launched this Fall with 340 students Applications are currently being accepted for six additional programs slated to open next Fall For more information, contact Lynn Fulton-Archer at NAEP NAEP will be administered between January and March 2013 An important benchmark for our state that tells us how our students are performing relative to their peers across the country We will be reaching out to solicit your ideas about how to ensure performance on NAEP reflects gains weve seen statewide Chiefs Meetings Based on your feedback, we have put together a proposed set of meeting topics for the coming year At the end of todays meeting, we will spend a few minutes sharing our initial thinking on focus areas and solicit your input Education Insight Dashboard Insight Dashboard was released in August following successful pilot program We encourage all districts to explore the tool and share feedback DDOE continues to offer on-demand training; to schedule, contact Reese Robinson at

7 6 Agenda 8:00-9:00Optional: Chiefs Meeting with the Secretary 9:00-9:15Welcome and DDOE Updates 9:15-10:30Presentation: Smarter Balanced Assessment Consortium 10:30-10:45Break 10:45-11:15Presentation: College Board: SAT School Day Data 11:15-11:45District PLCs: Examine SAT School Day Data, Discuss Results and Next Steps 11:45-12:00Feedback on Future Meetings and Wrap-up 12:00Optional: Q&A with DDOE Staff

8 The Smarter Balanced Assessment System: An Overview Joe Willhoft, Ph.D. Executive Director Delaware District Superintendents September 27, 2012 Dover, DE

9 Common Core State Standards Define the knowledge and skills students need for college and career Developed voluntarily and cooperatively by states; more than 40 states have adopted Provide clear, consistent standards in English language arts/Literacy and mathematics Source: 8

10 A Next Generation of Assessments Rigorous assessment of progress toward college and career readiness Common cut scores across all Consortium states Provide both achievement and growth information Valid, reliable, and fair for all students, except those with significant cognitive disabilities Administered online Use multiple measures Operational in school year US Dept. of Ed has funded two consortia of states with development grants for new assessments aligned to Common Core State Standards (Federal Register / Vol. 75, No. 68 / Friday, April 9, 2010 pp ) 9

11 Smarter Balanced: A State-led Consortium

12 A National Consortium of States 25 states representing 40% of K-12 students 21 governing, 4 advisory states Washington state is fiscal agent WestEd provides project management services 11

13 The Smarter Balanced Assessment System

14 A Balanced Assessment System Common Core State Standards specify K-12 expectations for college and career readiness Common Core State Standards specify K-12 expectations for college and career readiness All students leave high school college and career ready Teachers and schools have information and tools they need to improve teaching and learning Summative: College and career readiness assessments for accountability Interim: Flexible and open assessments, used for actionable feedback Formative resources: Supporting classroom-based assessments to improve instruction 13

15 Summative Assessments for Accountability Built on solid technology Coverage of full breadth/depth of Common Core Precise assessment of all students Computer Adaptive Testing (CAT) Portion Deeper learning with thematic and scenario-based tasks Real-world problems aligned to Common Core PT scores combined with CAT for overall score Performance Task (PT) Portion Wide review of Achievement Level Descriptors (ALDs) Field tests include PISA, TIMSS, NAEP items Online opportunity for broad engagement Setting College/Career Ready Performance Standards 14

16 Interim Assessments to Signal Improvement Non-Secure Timing and frequency are locally determined Interim test-builder creates aligned assessments Flexible and Open Teachers can match assessments with scope and sequence Teachers can review student responses Teachers can score student responses Supports Proficiency Based Instruction Includes full range of item types Uses the same scale as the Summative Assessment Includes performance assessments Authentic Measures 15

17 Summative and Interim Use of Computer Adaptive Technology Turnaround time is significantly reduced Can assess broad range with fewer items Faster results, fewer items Deeper Analysis Accurate measurement across range of students Improved measures of student growth over time Increased precision Item difficulty based on student responses Tailored to student ability Large item pool means not all students receive the same questions Greater security GMAT, GRE, COMPASS (ACT), Measures of Academic Progress (MAP) Mature technology 16 Reports for classrooms and schools draw from the full range of items seen by many students

18 Formative Tools for Classroom- Based Assessment Practices Tools/materials for Classroom-based Assessments Fully aligned to Common Core State Standards Available for in-service and pre-service development Improving Instruction Access to the best resources available Collaborate with other states on special projects Professional social networking across the Consortium Tools to evaluate publishers tests Pooling Resources 17

19 A Balanced Assessment System School Year Last 12 weeks of the year* DIGITAL CLEARINGHOUSE OF FORMATIVE TOOLS, PROCESSES AND EXEMPLARS Released items and tasks; Model curriculum units; Educator training; Professional development tools and resources; Scorer training modules; Teacher collaboration tools; Evaluation of publishers assessments. English Language Arts/Literacy and Mathematics, Grades 3-8 and High School Computer Adaptive Assessment and Performance Tasks Computer Adaptive Assessment and Performance Tasks Scope, sequence, number and timing of interim assessments locally determined *Time windows may be adjusted based on results from the research agenda and final implementation decisions. PERFORMANCE TASKS ELA/Literacy Mathematics Re-take option COMPUTER ADAPTIVE TESTS ELA/Literacy Mathematics Optional Interim Assessment Optional Interim Assessment 18

20 Engaging Educators

21 K-12 Educator Involvement Support for implementation of the Common Core State Standards ( ) Write and review items/tasks for the for the pilot test ( ) and field test ( ) Development of educator leadership teams in each state ( ) Evaluate formative assessment practices and curriculum tools for inclusion in digital library ( ) Score portions of the interim and summative assessments ( and beyond) 20

22 Higher Education Collaboration Involved 175 public and 13 private systems/institutions of higher education in application Two higher education reps on the Executive Committee Higher education lead in each state and higher education faculty participating in work groups Goal: The high school assessment qualifies students for entry-level, credit-bearing coursework in college or university 21

23 Progress and Timeline

24 Assessment Claims for ELA / Literacy Students can demonstrate progress toward college and career readiness in English Language arts and literacy. Students can demonstrate college and career readiness in English language arts and literacy. Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts. Students can produce effective and well-grounded writing for a range of purposes and audiences. Students can employ effective speaking and listening skills for a range of purposes and audiences. Students can engage in research and inquiry to investigate topics, and to analyze, integrate, and present information. Overall Claim (Gr. 3-8) Overall Claim (High School) Reading Writing Speaking and Listening Research/Inquiry 23

25 Assessment Claims for Mathematics Students can demonstrate progress toward college and career readiness in mathematics. Students can demonstrate college and career readiness in mathematics. Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency. Students can solve a range of complex well-posed problems in pure and applied mathematics, making productive use of knowledge and problem solving strategies. Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others. Students can analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems. Overall Claim (Gr. 3-8) Overall Claim (High School) Concepts and Procedures Problem Solving Communicating Reasoning Modeling and Data Analysis 24

26 Technology Guidelines for New Purchases Minimum for New Hardware Processo r Speed RA M Available Memory/StorageResolution Display Size 1.0 GHz1 GB 1024x Class Desktops, laptops, netbooks (Windows, Mac, Chrome, Linux), thin client, and tablets (iPad, Windows, and Android) will be compatible devices provided they are configured to meet the established hardware, operating system, and networking specifications -- and are able to be locked down. Operating Systems Windows 7 Mac 10.7 Linux (Ubuntu 11.10; Fedora 16) Chrome Apple iOS Android 4.0 (v1.0 Apr. 2012) 25

27 Field Test 37,000 Items/Tasks Major Milestones All-Call for Pilot Testing Small Scale Trials IT Readiness Reports Interim & Formative Available for Use Operational Summative Assessment Set Performance Standards (Cut Scores) Verify Performance Standards Pilot of 10,000 Items/Tasks Item/Task Writing Begins IT Readiness Reports All-Call for Field Testing State Educator Teams Begin IT Readiness Reports 26

28 Released Items & Tasks

29 Item Development Process Early 2012: Assessment claims for ELA/literacy and mathematics approved April 2012: Item/task specifications and review guidelines complete June 2012: Training modules available for item writers/reviewers Summer 2012: Educators from Governing States begin writing items and tasks; cognitive labs / small scale trials begin October 9: Sample items available February / May 2013: Pilot Test of initial 10,000 items and performance tasks 28

30 Purpose of the Sample Items & Tasks Display rigor and complexity of ELA/literacy and math items and tasks on Smarter Balanced assessments Signal to educators: instructional shifts are needed for students to meet the demands of the Common Core Showcase variety of item types: Selected response Constructed response Technology enhanced Performance tasks 29

31 Exploring the Sample Items & Tasks Accessed online using a simulated test platform Viewable by: – Grade band (3-5, 6-8, and high school) – Content claim – Select types (technology enhanced and performance tasks) – Themes to illustrate learning across grades and difficulty progressions Metadata for each item/task includes: – Grade level – Smarter Balanced content claim & assessment target – Alignment to Common Core State Standards – Brief descriptions – Selected scoring rubrics Selected response and technology enhanced items are machine scorable Online feedback and phone support available 30

32 Accessibility and Accommodations Sample items/tasks do not include accessibility and accommodations features Full range of accessibility tools and accommodations options under development guided by: – Magda Chia, Ph.D., Director of Support for Under- Represented Students – Accessibility and Accommodations Work Group – Students with Disabilities Advisory Committee Chair: Martha Thurlow (NCEO) – English Language Learners Advisory Committee Co-Chairs: Jamal Abedi (UC Davis) & Kenji Hakuta (Stanford) 31

33 Visit us at: SmarterBalanced.org 32

34 33 Agenda 8:00-9:00Optional: Chiefs Meeting with the Secretary 9:00-9:15Welcome and DDOE Updates 9:15-10:30Presentation: Smarter Balanced Assessment Consortium 10:30-10:45Break 10:45-11:15Presentation: College Board: SAT School Day Data 11:15-11:45District PLCs: Examine SAT School Day Data, Discuss Results and Next Steps 11:45-12:00Feedback on Future Meetings and Wrap-up 12:00Optional: Q&A with DDOE Staff

35 34 Agenda 8:00-9:00Optional: Chiefs Meeting with the Secretary 9:00-9:15Welcome and DDOE Updates 9:15-10:30Presentation: Smarter Balanced Assessment Consortium 10:30-10:45Break 10:45-11:15 Presentation: College Board: SAT School Day Data 11:15-11:45District PLCs: Examine SAT School Day Data, Discuss Results and Next Steps 11:45-12:00Feedback on Future Meetings and Wrap-up 12:00 Optional: Q&A with DDOE Staff

36 Delaware: SAT School Day Results September 27, 2012

37 Delaware / College Board Partnership (PSAT) State pays for all 10 th graders to take the PSAT. (PSAT) Most districts pay for all 11 th graders to take the PSAT and some pay for all 9 th graders. (PSAT) Meeting College Readiness Benchmark – Sophomores: 15.7%; Juniors: 21.1% (both below national average ) (ReadiStep) No participation. ReadiStep and PSAT/NMSQT SAT State-wide SAT School Day for all juniors. SAT School Day significantly opened access to more students. There was a 54.4% increase in seniors who took the SAT (at some point in high school) from 2011 to ,878 students participation in SAT School Day in Nearly one in five students (18%) met the College Boards College and Career Readiness Benchmark in State has offered AP Summer Institutes the past two summers. Attendance has been low. The number of students taking AP exams increased by 10.5% in the last year and 31.0% over the past five years. The number of exams receiving a 3 or higher increased by 9.1% in the last year and 24% over the past five years. Participation and performance has increased in key STEM areas including: Biology, Chemistry, Calculus AB, and Statistics. AP 36

38 Delaware / College Board Partnership (cont.) Academic Rigor Index Study Four participating districts – Red Clay, Brandywine, Polytech, Woodbridge. The College Board will analyze data to better understand the level of Academic Rigor in courses offered in Delaware public schools as well as the course taking behaviors of students in these schools. The goal of this research is offer insight about students preparation for college and careers. SpringBoard Thomas Edison Charter School was a winners of the state's Academic Achievement Awards program and credited SpringBoard math as contributing to their success in closing the achievement gap. SpringBoard was one of four approved programs that could be used in the Delaware Middle School Initiative grant. Research District/Charter SchoolGrade(s)ELAMath Family Foundations Academy 6-8 Laurel School District 6-8 New Castle County Voc Tech School District 9-12 Prestige Academy 6-8 Reach Academy for Girls 6-8 Red Clay Consolidated School District 6-12 Appoquinimink School District 6-8 (supplement) Smyrna School District 6-8 Thomas A Edison Charter School 6-9 (6-8) (6-9) Woodbridge School District

39 State Context The number of Delaware Public School sophomores (8,024) and juniors (5,508) taking the PSAT/NMSQT increased by 28.5% and 16.0% (respectively) in the last year. More students identified having AP Potential. Increase in participation AND performance in AP courses, especially the STEM subjects of Biology, Chemistry, Calculus AB, and Statistics. 38

40 Increased Participation & New Baseline ¹ 1.Participation totals for SAT Seniors and SAT School Day juniors are provided strictly for informational purposes; data should not be used for formal comparison. 2.Senior cohort includes Delaware public school seniors who took the SAT at any time during their high school years through March Senior cohort includes Delaware public school seniors who took the SAT at any time during their high school years through June SAT School Day Juniors results based on June 2011 student data file; results may vary slightly from the SAT School Day Report. Senior cohort includes Delaware public school seniors who took the SAT at any time during their high school years through June 2012;cohort includes students who participated in SAT School Day as juniors. 5.SAT School Day Juniors results based on final June 2012 student data file; results may vary slightly from the SAT School Day Report. JuniorsSeniors Class of 2010 ² Number of Test Takers 4,728 Mean Critical Reading 478 Mean Mathematics 481 Mean Writing 463 Class of 2011³ Number of Test Takers 5,228 Mean Critical Reading 471 Mean Mathematics 475 Mean Writing 455 Class of 2012 Number of Test Takers7,1888,067 Mean Critical Reading Mean Mathematics Mean Writing Class of 2013 Number of Test Takers7,878 Mean Critical Reading424 Mean Mathematics435 Mean Writing418 Academic Year Academic Year Academic Year SAT School Day 39

41 College and Career Readiness BenchmarkSAT School Day 2012 The SAT College and Career Readiness Benchmark is a score of 1550 (critical reading, mathematics and writing scores combined), which indicates a 65% likelihood of achieving a B grade point average or higher during the first year of college. Educators can use the SAT College and Career Readiness Benchmark to determine what proportion of their student body is college and career ready. Percentages may not sum to 100% due to rounding. Percentages rounded to the nearest whole number. N= N= 7,878 40

42 Binder Components Tab 1: State Overview Tab 2: District Overview Tab 3: District Report Tab 4: School(s) Report(s) Tab 5: Questions and Answers Tab 6: SAT Skills Insight Tab 7: College Readiness Pathway 41

43 42 Murphy School District Stetter High School Wolak Academy SAT School Day District Overview

44 Delawares vision is that every student will graduate college and career ready, with the freedom to choose his or her lifes course. Delawares plan outlines objectives in four areas: rigorous standards, curriculum and assessments; sophisticated data systems and practices; effective teachers and leaders; and deep support for the lowest-achieving schools. Your district plan includes how you will: Implement college and career ready standards and assessments Improve access to and use of data systems Build the capacity to use data Improve the effectiveness of educators based on performance Ensure equitable distribution of effective educators Ensure that educators are effectively prepared Provide effective support to educators Provide deep support to the lowest-achieving schools Engage families and communities effectively in supporting students academic success Graduate 2013: Delaware's Education Plan 43

45 Needs identified and addressed through Race to the Top: Improve reading and math proficiency for all grades and subgroups; close achievement gaps particularly in special education and ELL math; provide early education for students feeding into high-need schools Major initiatives and investments: Establishment of STEM and IB programs at middle and high schools and expansion of Career Technical Education offerings Academic Deans assigned to ten schools where they will focus on instruction and evaluation of teachers Building Leadership Teams in all schools and teacher leaders in all high-need schools New educator pipelines for hard-to-staff subject areas School Data and Test Coordinators to promote data-driven instruction An enhanced pre-school program to offer students the opportunity for early interventions and instruction, allowing them to enter kindergarten with tools necessary for academic success A professional development plan complemented by the School Support Team, which will include district-trained administrators conducting walk-through visits of schools to help identify areas of professional growth District Strategic Plan 44

46 SAT School Day District Overview 112 Test Takers124 Test Takers415 Test Takers 45

47 Class of 2013 – Percentage Meeting the CR Benchmark on PSAT and SAT What are the College and Career Readiness Benchmarks? The College and Career Readiness Benchmarks are the scores that students should meet or exceed to be considered on track to be college ready. They are one part of a series of indicators that help educators gauge college readiness at different points in a students career.* The benchmarks are associated with a 65 percent likelihood of achieving a B- first year college grade point average. * The College and Career Readiness Benchmarks should not be used for tracking purposes, to discourage students from pursuing college, or to keep students from participating in rigorous courses. Note: District PSAT – Juniors does not represent an inclusive testing cohort. Delaware School District Class of 2013 Number of Test Takers DistrictState PSAT/NMSQT - Sophomores %15.7% PSAT/NMSQT - Juniors %21.1% SAT - Juniors %18.0% 46

48 Critical Reading Skill Areas With Lowest Performance: SkillPercent Correct Suggestion from SAT Skills Insight Understanding Literary Elements Understand literary elements such as plot, setting and characterization. 40 When reading a novel, short story or play, try to identify the different ways authors create character. What is revealed about a character through his or her dialogue and interactions with other characters? Reasoning and Inference Understand assumptions, suggestions and implications in reading passages and draw informed conclusions. 42 When reading a longer text, notice how the author develops an idea. Think about how the idea is introduced and how the idea is developed throughout the text. When reading a text, think about why the author chose to write it. Consider both what the author says in the text and what can be inferred. 47

49 Mathematics Skill Areas With Lowest Performance: SkillPercent Correct Suggestion from SAT Skills Insight Algebra and Functions Solve problems using algebraic expressions and symbols to represent relationships, patterns, and functions of different types. 45 Formulate and solve problems involving proportions Solve multistep problems involving linear and quadratic relationships Use and interpret graphs, including graphs of step functions Solve problems involving algebraic inequalities Evaluate an operation in three variables represented by unfamiliar symbols Geometry and Measurement Solve problems based on understanding the properties of shapes, such as triangles and circles, and the spatial relationships between angles and lines. 43 Recognize and use the following: - Simple inscribed and circumscribed figures - The Pythagorean Theorem - Coordinate geometry (e.g., slope calculations) - Parallelism and perpendicularity - Two- and three-dimensional figures Interpret and solve two-step problems involving geometric proportions

50 Writing Skill Areas With Lowest Performance: SkillPercent Correct Suggestion from SAT Skills Insight Managing Grammatical Structures Used to Modify or Compare Understand correct use of adjectives or adverbs, comparative structures (such as neither and nor), and phrases used to modify or compare. 45 When reading, choose a paragraph and identify the adjectives and adverbs in the sentences and the words they modify. When writing, check to see that adjectives are used to modify nouns and that adverbs are used to modify verbs. When reading, focus on sentences that contain comparative phrases (e.g., as strong as or more fit than). When writing, check to see that appropriate structures are used to compare things and ideas. Recognizing Correctly Formed Sentences Recognize correct sentence structure. 46 In your reading, pay attention to the parts of speech and how they agree in well- formed sentences; notice modifying words and phrases and how they function when used correctly; and note the relationships between phrases and clauses in well-formed sentences. In your own writing, make sure that subjects agree in number with their associated verbs and that main verbs are used to construct complete sentences; that pronouns agree in number, gender and person with their logical antecedents; and that verb forms are used consistently and logically.

51 Review report Identify areas of strength and focus areas for improvement in your district/school based on comparison with state averages and ranking of districts on various academic skills. Review the SAT School Day report. Understand how students are performing in specific academic skill areas Generate ideas and suggestions for improvement. Utilize SAT Skills Insight Report Focusing on areas where students need improvement Discuss the following questions: Where, when and how is this skill taught in our curriculum? How is this skill assessed? How are we providing additional support for student who need it? Where and how can we make improvements? Inform curricular, instructional and assessment adjustments Review for content and skills assessed, and level of rigor. Does our curriculum prepare students for success on SAT questions? Are students exposed to similar items in classroom assessments? Utilize the SAT Question & Answer Explanation District Support: Using SAT Reports & Tools 50

52 Performance Summary Year-Over-Year Mean Score Report Skill Categories Report Score Distribution Report Mean Score Year-over-Year Report Skill Categories Report Year- over-Year Navigating the Reports

53 52 Agenda 8:00-9:00Optional: Chiefs Meeting with the Secretary 9:00-9:15Welcome and DDOE Updates 9:15-10:30Presentation: Smarter Balanced Assessment Consortium 10:30-10:45Break 10:45-11:15 Presentation: College Board: SAT School Day Data 11:15-11:45District PLCs: Examine SAT School Day Data, Discuss Results and Next Steps 11:45-12:00Feedback on Future Meetings and Wrap-up 12:00Optional: Q&A with DDOE Staff

54 53 Resources: District-specific binders and performance summaries Format: Individual district teams; College Board and DDOE team members will circulate ComponentGuiding questions Individually Analyze Data and discuss college readiness strategies 1.What is one strength based on the data? 2.What is one challenge based on the data? 3.What are some hypotheses for why the strengths and challenges are what they are? 4.How can SAT data be used to inform implementation of the districts planned college readiness activities? Consider both the type and timing of activities. 5.How can the district ensure that its college readiness activities are most effective? 6. What are our immediate next steps? 30 Time PLC Agenda

55 College Readiness Pathway Three integrated assessments – one powerful tool The College Boards College and Career Readiness Pathway is a series of integrated assessments that measures college and career readiness from the eighth through the 12th grades 54

56 Set up a meeting for the College Board to come to your district!!! Alison Procopio, Education Manager College Board in Your District 55

57 56 Agenda 8:00-9:00Optional: Chiefs Meeting with the Secretary 9:00-9:15Welcome and DDOE Updates 9:15-10:30Presentation: Smarter Balanced Assessment Consortium 10:30-10:45Break 10:45-11:15 Presentation: College Board: SAT School Day Data 11:15-11:45District PLCs: Examine SAT School Day Data, Discuss Results and Next Steps 11:45-12:00Feedback on Future Meetings and Wrap-up 12:00Optional: Q&A with DDOE Staff

58 57 Feedback on Future Chiefs Meetings Feedback: Please complete the feedback forms on your table, and include your suggestions for future Chiefs meeting topics (on reverse side of feedback form) – pass forms to the center of your table once completed. Wrap Up: There will be an optional Q&A session with DDOE staff at noon; please plan to join if you have questions, comments, or feedback Thank you!


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