Today’s Objectives Introduce new DDOE and district leadership

CSO Meeting September 27, 2012

Today’s Objectives Introduce new DDOE and district leadership
Share DDOE updates Learn more about Delaware’s 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

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

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

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 ESEA RTTT Next Steps Amendment approved by USED Schedule Fall Progress Reviews Communicate level of support

DDOE Updates (2/2) Chiefs’ Meetings Based on your feedback, we have put together a proposed set of meeting topics for the coming year At the end of today’s meeting, we will spend a few minutes sharing our initial thinking on focus areas and solicit your input 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 we’ve seen statewide 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 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

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

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:

A Next Generation of Assessments
US Dept. of Ed has funded two consortia of states with development grants for new assessments aligned to Common Core State Standards 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 (Federal Register / Vol. 75, No. 68 / Friday, April 9, pp )

Smarter Balanced: A State-led Consortium

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

The Smarter Balanced Assessment System

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

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

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

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

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

A Balanced Assessment System
English Language Arts/Literacy and Mathematics, Grades 3-8 and High School 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. Optional Interim Assessment Optional Interim Assessment PERFORMANCE TASKS ELA/Literacy Mathematics COMPUTER ADAPTIVE TESTS ELA/Literacy Mathematics Computer Adaptive Assessment and Performance Tasks Computer Adaptive Assessment and Performance Tasks Scope, sequence, number and timing of interim assessments locally determined Re-take option Assessment system that balances summative, interim, and formative components for ELA and mathematics: Summative Assessment (Computer Adaptive) Mandatory comprehensive assessment in grades 3–8 and 11 (testing window within the last 12 weeks of the instructional year) that supports accountability and measures growth Selected response, short constructed response, extended constructed response, technology enhanced, and performance tasks Interim Assessment (Computer Adaptive) Optional comprehensive and content-cluster assessment Learning progressions Available for administration throughout the year Formative Processes and Tools Optional resources for improving instructional learning Assessment literacy *Time windows may be adjusted based on results from the research agenda and final implementation decisions.

Engaging Educators

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)

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

Progress and Timeline

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

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

Technology Guidelines for New Purchases
(v1.0 Apr. 2012) Minimum for New Hardware Processor Speed RAM Available Memory/Storage Resolution Display Size 1.0 GHz 1 GB 1024x768 10” Class Operating Systems Windows 7 Mac 10.7 Linux (Ubuntu 11.10; Fedora 16) Chrome Apple iOS Android 4.0 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”. More on Security: Eligible devices of any form factor or operating system must have the administrative tools and capabilities to “lock down” the device, to temporarily disable features, functionalities, and applications that could present a security risk during test administration. These include, but are not limited to, Web browser access, cameras (still and video), screen capture (live and recorded), , instant messaging, Bluetooth connections, application switching, and printing.

Major Milestones All-Call for Pilot Testing All-Call for Field Testing
Interim & Formative Available for Use State Educator Teams Begin Item/Task Writing Begins Set Performance Standards (Cut Scores) Operational Summative Assessment IT Readiness Reports IT Readiness Reports IT Readiness Reports Verify Performance Standards Small Scale Trials Introduce timeline. Each colored band is a school year; breaks divide into quarters: July-Sep; Oct-Dec; Jan-Mar; Apr-Jun Animations: Slide opens with Item writing and Cog Labs/Small Scale Trials – going on right now Next is pilot testing: All-call going out this fall inviting all classrooms in Consortium to participate; followed by pilot testing in Feb/March Similarly, all-call for field test of entire bank of items/tasks in school year State educator teams (~100 per state) will be formed this fall. Will be state leaders on design of: reporting systems, formative tools; interim designs; and professional development strategies – leading to launch of Interim and Formative components being launched in fall 2014 IT Readiness tool is ongoing thru life of project. Benchmark data collection points are indicated when Smarter Balanced provides reports of Readiness of schools and districts Last animation: Standard setting in Summer 2014; Operational test in spring 2015; Verification/validation of cut scores in 2015 and 2016 Pilot of 10,000 Items/Tasks Field Test 37,000 Items/Tasks

Released Items & Tasks

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 The Smarter Balanced assessment system will cover the full range of college- and career-ready knowledge and skills in the Common Core State Standards. To do this, each test item is associated with assessment targets and overall content claims. Governing States adopted assessment claims for ELA/literacy and mathematics. These guide development of assessments, providing descriptions of knowledge and skills (“assessment targets”) that items/tasks will assess Item/task specifications provide detailed instructions to writers for developing items. Review guidelines ensure that all items and performance tasks are reviewed consistently for content, accessibility, bias and sensitivity. The Pilot Test will occur this spring and will be open to all schools in Smarter Balanced states.

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 The sample items illustrate the knowledge and skills students will be expected to demonstrate on the Smarter Balanced assessments, giving educators clear benchmarks to inform their instruction. While the items are not intended to be used as sample tests, educators can use the items to begin planning the shifts in instruction that will be required to help students meet the demands of the new assessments. In addition, the sample items showcase the variety of item and task types under development by Smarter Balanced. It is important to note that these samples represent only a small fraction of the 10,000 items and tasks currently in development to support the Pilot Test in early 2013.

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 The sample items are interactive within a simulated test platform. Users can select or construct a response. They can also view the items in a variety of ways—by grade band, by content claim across grades and by type. Items illustrating the learning progressions across grades within the CCSS—as well as the range of student achievement within a computer adaptive test—are also available. Users are able to score selected response and technology enhanced items and receive feedback on their answers.

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) The Smarter Balanced assessment system will provide valid, fair, and reliable measures of achievement and growth for English language learners and students with disabilities. The samples are displayed in a simulated test platform that does not include the full array of accessibility and accommodations tools that will be available when the assessments are administered to students—such as Braille, translation options, and the ability to change font size, highlight text, or magnify portions of items. The operational system in the school year will include tools to address visual, auditory, and physical access barriers—as well as the unique needs of ELLs

Visit us at: SmarterBalanced.org

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

Delaware: SAT School Day Results
September 27, 2012

Delaware / College Board Partnership
ReadiStep and PSAT/NMSQT (PSAT) State pays for all 10th graders to take the PSAT. (PSAT) Most districts pay for all 11th graders to take the PSAT and some pay for all 9th graders. (PSAT) Meeting College Readiness Benchmark – Sophomores: 15.7%; Juniors: 21.1% (both below national average) (ReadiStep) No participation. 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 2012. 7,878 students participation in SAT School Day in 2012. Nearly one in five students (18%) met the College Board’s College and Career Readiness Benchmark in 2012. AP 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.

Delaware / College Board Partnership (cont.)
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. District/Charter School Grade(s) ELA Math Family Foundations Academy 6-8 √ Laurel School District New Castle County Voc Tech School District 9-12 Prestige Academy Reach Academy for Girls Red Clay Consolidated School District 6-12 Appoquinimink School District 6-8 (supplement) Smyrna School District Thomas A Edison Charter School 6-9 √ (6-8) √ (6-9) Woodbridge School District Research 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.

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.

Increased Participation & New Baseline¹
Juniors Seniors Class of 2010² Number of Test Takers 4,728 Mean Critical Reading 478 Mean Mathematics 481 Mean Writing 463 Class of 2011³ 5,228 471 475 455 Class of 2012⁴ 7,188 8,067 436 437 449 446 427 424 Class of 2013⁵ 7,878 435 418 Academic Year Academic Year Academic Year SAT School Day Participation totals for SAT Seniors and SAT School Day juniors are provided strictly for informational purposes; data should not be used for formal comparison. Senior cohort includes Delaware public school seniors who took the SAT at any time during their high school years through March 2010. Senior cohort includes Delaware public school seniors who took the SAT at any time during their high school years through June 2011. 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. SAT School Day Juniors results based on final June 2012 student data file; results may vary slightly from the SAT School Day Report.

College and Career Readiness Benchmark—SAT 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. SAT-ACT Concordance FOR REFERENCE: The 2011 ACT Profile Report for the Idaho Graduating Class of 2011 indicates that student met ACT CR Benchmark scores in: Reading—59% Math—47% English—72% Met all four ACT College Readiness Benchmark Scores—26% Science—32% An SAT Writing score of 500 corresponds to an ACT English/Writing score of ~21-22. ACT English Benchmark Score = 18 ACT Mathematics Benchmark Score = 22 There are no concordance tables for SAT Reading or SAT Math ACT Reading Benchmark Score = 21 ACT Science Benchmark Score = 24 Links to concordance tables: N= N= 7,878 Percentages may not sum to 100% due to rounding. Percentages rounded to the nearest whole number.

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

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

Graduate 2013: Delaware's Education Plan
Delaware’s vision is that every student will graduate college and career ready, with the freedom to choose his or her life’s course. Delaware’s 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

District Strategic Plan
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

SAT School Day District Overview
112 Test Takers 124 Test Takers 415 Test Takers

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 student’s 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 District State PSAT/NMSQT - Sophomores 424 16.3% 15.7% PSAT/NMSQT - Juniors 112 20.9% 21.1% SAT - Juniors 415 22.0% 18.0%

Critical Reading Skill Areas With Lowest Performance: Skill
Percent 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.

Mathematics Skill Areas With Lowest Performance: Skill Percent 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

Writing Skill Areas With Lowest Performance: Skill Percent 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.

District Support: Using SAT Reports & Tools
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

Navigating the Reports
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

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

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

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

Feedback on Future Chiefs’ Meetings
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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