1. CCSD Student Learning Update April 11, 2016
Literacy and Math

2. Objectives for Tonight
Review data for reading & math for the school year - MAP, FAST, DCA
Share current & future work related to the data
Highlight how the TLS grant is supporting district work
Answer any questions
Sue

3. Data Overview IA Assessment
Link to synthesized data shared last summer with added cohort summary
Cohort Data copied from IA Assessment Booklet
MAP - Fall Data copied from MAP Fall 2015 Booklet
RIT Growth graph; blue bar is mean of our growth, yellow diamond shows average projected growth (If blue bar includes diamond good, if it is higher even better)
Sue

4. District Plan on a Page Data Update
Data Overview
District Plan on a Page Data Update
Noreen

5. DCA Update K-4 Documentation in a Google Spreadsheet
5-6 Infinite Campus--reporting on Standards
7-12 Infinite Campus--Gradebook
Infinite Campus--hopes for the future
Noreen

6. Math: The Data
Rebecca

7. Math The data says - More consistency in reporting
Building and grade level work around data
View into impact of instruction
Impact on work with teachers -
Consistent message in DCA creation and reporting
PLC Data Analysis
Coaching instructional practice
Rebecca

8. Math: Current & Future Work
Current work -
Guidance for power standard selection
Curriculum revisions for next school year
Future work -
New structures for communication with teachers
Support beginning Number Talk implementation
Rebecca

9. Literacy: Building a Firm Foundation
Jessie
*Notice need for systematic and explicit phonics and phonological instruction
*Purchase 95% Group resources and TRAINING as a support
*Focus the training in K-1 to build that foundation
*Data shows K is making consistent gains and is on target to meet end of year goals
*1st grade also showing growth and strong scores
*Really interested in these classes because they haven’t had a chance to develop any gaps--we can follow them as a cohort and continue to provide teachers with additional training to eventually help our system shore up any gaps
*Examples of how we are shoring up gaps: phonics scope and sequence revision, blended learning on multisyllabic instruction/ attending PLCs to help with this training, looking at structures next year for our 95% group training to make sure that everyone knows how to deliver explicit phonics instruction

10. Literacy: Curriculum and Assessment
DCAs: Moving us towards a Standards Based System
Still not quite to the goal of 70% proficient with 70% of standards--but making gains
Lead to greater system alignment
Identify common standards
Common assessments
Common scope and sequence
Lead to depth of understanding of standards
Improving practices with assessment design, scoring, and feedback
Jessie
*elementary currently about 45% of standards where we have 70% proficiency or higher
*secondary it’s about 50% of standards and there are some caveats there with still working out some bugs with understanding how to report their data--still learning and growing
*Despite the kinks, the system of having DCAs has led to many rich conversations around standards in both the elementary and secondary level--I have had the opportunity to support teachers as they have analyzed which standards are most enduring and high leverage for kids and have analyzed the meaning of the exact language of core for DOK and rigor due to the creation of DCAs

11. Literacy: Present & Future Work
Present work:
Preparing for End of Year Curriculum Revision
Supporting 95% Group Implementation
Future Work:
Planning new teacher workshops
Continuing to advance phonics training in upper grades
Take feedback from this year to refine position for next year (develop a few new structures for communication and consistency of meeting structures)
Jessie
*Present work: standards alignment, map revision, DCA revision, 95% group consultants coming out again, getting second grade trained on multisyllabic, getting scope and sequence revisions out to the populace and getting everyone up to date
*Future work: preparing for next year’s new teacher workshops, new learning for new teacher workshops, using feedback from feedback survey from this year, hard to even tell what my future work will be as the position is still so variable at times--building the plane in flight so to speak and still learning the needs of the system, but with tools like the feedback survey and data collection it’s becoming a little more predicable