Towards a Common Goal: Preparing ALL
students to make meaningful contributions
to the world
Minority Student Achievement Advisory Committee
October 21, 2015
Agenda
• Review of data shared between LCPS and
MSAAC over the past three years
• Review of strategies for addressing
achievement gaps
• Summary of progress and areas for
improvement based on the results
• Next steps for continuing the partnership
between LCPS and MSAAC
HIGH EXPECTATIONS FOR ALL
STUDENTS THROUGH ACCESS TO
RIGOROUS COURSEWORK
Research on Student Achievement
School-Level
Factors
Guaranteed and
Viable
Curriculum
Rank
Opportunity to Learn
1
Time
Challenging
Goals and
Effective
Feedback
2
Parental and
Community
Involvement
3
Safe and
Orderly
Environment
Collegiality and
Professionalism
Marzano
4
Scheerens and
Bosker
Content
Coverage
Time
Simmons
Levine and
Lezotte
Edmonds
Concentration
on Teaching and
Learning
Focus on Central
Learning Skills
Emphasis on
Basic Skill
Acquisition
Monitoring
Monitoring
High
Expectations
High Expectations
and Requirements
Pressure to Achieve
Pressure to
Achieve
Monitoring
Progress
Appropriate
Monitoring
Parental Involvement
Parental
Involvement
Home-School
Partnership
Salient Parental
Involvement
School Climate
School Climate
Leadership
Leadership
Cooperation
Cooperation
5
A Learning
Environment
Positive
Reinforcement
Pupil Rights and
Expectations
Professional
Leadership
A Learning
Organization
Productive
Climate and
Culture
Strong Leadership
Practice-Oriented
Staff Development
High
Expectations
for Student
Success
Frequent
Monitoring of
Student
Progress
Safe and
Orderly
Atmosphere
Conducive to
Learning
Strong
Administrative
Leadership
Importance of High Expectations
• Research shows the importance of having high
expectations for all students.
• High expectations can be displayed through:
– Rigorous and challenging instruction;
– Requirements for high quality of student work;
– General course requirements; and
– Participation in advanced courses.
Course Requirements
• General course
requirements for graduation
are used to prepare
students for college or
careers.
• Students who participate in
advanced courses must be
prepared for higher levels of
rigor and expectations.
• Advanced courses are not
required for but are related
to success in college.
Equality vs. Equity
• Access to advanced courses
is important for all students.
• Equality focuses on treating
each person in the same
way.
• Equity focuses on giving
each person what he/she
needs to succeed.
• Equity may require
providing some people with
more support/resources
than others.
% of Students Taking AP/Honors
Courses in High School
100%
90%
80%
79%
75%
72%
78%
72%
70%
60%
53%
53%
Black
Hispanic
57%
50%
40%
30%
20%
10%
0%
Asian
Multi-Racial
Native
American
Pacific
Islander
White
Total
Research
• Spotlight on Success:
Strategies for Equity
and Access, College
Board 2012:
– The Role of Peers
– Starting College in
High School
– Early Algebra
– Parent Engagement
– Invigorating Learning
– Making the
Commitment
– Strategic Planning in
High School
– The Role of
Counselors
– AP for All
HIGH ACHIEVEMENT FOR ALL
STUDENTS THROUGH SCHOOL
IMPROVEMENT PLANNING
Reading AMOs
Accountability
Year
2012-2013
2013-2014
2014-2015
2015-2016
2016-2017
2017-2018
Assessment Year
2011-2012
2012-2013
2013-2014
2014-2015
2015-2016
2016-2017
All Students
85
66
69
72
78
78
Proficiency Gap
Group 1
76
52
59
65
72
Proficiency Gap
Group 2 (Black
Students)
76
49
57
64
71
Proficiency Gap
Group 3 (Hispanic
Students)
80
53
60
66
72
Students with
Disabilities
59
30
42
54
66
LEP Students
76
44
52
61
69
Economically
Disadvantaged
Students
76
52
59
65
72
White Students
90
74
75
76
77
Asian Students
92
80
Continuous progress
78
Math AMOs
Accountability
Year
2012-2013
2013-2014
2014-2015
2015-2016
2016-2017
2017-2018
Assessment Year
2011-2012
2012-2013
2013-2014
2014-2015
2015-2016
2016-2017
All Students
61
64
66
68
70
73
Proficiency Gap
Group 1
47
52
57
63
68
Proficiency Gap
Group 2 (Black
Students)
45
51
56
62
67
Proficiency Gap
Group 3 (Hispanic
Students)
52
56
60
65
69
Students with
Disabilities
33
41
49
57
65
LEP Students
39
46
53
59
66
Economically
Disadvantaged
Students
47
52
57
63
68
White Students
68
69
70
71
72
Asian Students
82
Continuous progress
73
Indicators of Effective PracticeRequired (ES and MS)
Targeted Interventions
TA01
The school uses an identification process (including ongoing
conversations with instructional leadership teams and data points to be
used) for all students at risk of failing or in need of targeted interventions.
TA02
The school uses a tiered, differentiated intervention process to assign
research-based interventions aligned with the individual needs of
identified students (the process includes a description of how
interventions are selected and assigned to students as well as the
frequency and duration of interventions for Tier 2 and Tier 3 students).
TA03
The school uses a monitoring process (including a multidisciplinary team
that meets regularly to review student intervention outcome data and
identifies “triggers” and next steps for unsuccessful interventions) for
targeted intervention students to ensure fidelity and effectiveness.
Indicators of Effective PracticeAreas for Self Assessment (ES and MS)
The following indicators must be assessed by all schools (two must be chosen for implementation)
IE08
The principal spends at least 50% of his/her time working directly with teachers to improve instruction,
including classroom observations.
IF08
Professional development for the whole faculty includes assessment of strengths and areas in need of
improvement from classroom observations of indicators of effective teaching.
ID10
The school’s Leadership Team regularly looks at school performance data and aggregated classroom
observation data and uses that data to make decisions about school improvement and professional
development needs.
IID11
Instructional Teams review the results of unit pre-/post-tests to make decisions about the curriculum
and instructional plans and to "red flag" students in need of intervention (both students in need of
tutoring or extra help and students needing enhanced learning opportunities because of their early
mastery of objectives).
VA10
Teachers create effective classroom discussions, questions, and learning tasks that elicit evidence of
learning. These include strategies for gathering information such as on-the-fly, planned, and curriculum
embedded assessments.
VC01
Teachers use evidence of student learning as feedback to adapt and differentiate instruction to meet
the needs of the different students.
VC02
Teachers use feedback to respond quickly to students’ learning needs. This includes on the spot
changes during a lesson (when it is obvious students are not understanding), as well as anticipating
where students might struggle and planning ahead to address those needs.
CLOSING THE ACHIEVEMENT GAP
THROUGH PARENT AND TEACHER
PRACTICE
The Achievement Gap
• The “achievement gap” in education refers to
the disparity in academic performance
between groups of students.
• The achievement gap shows up in grades,
standardized-test scores, course selection,
dropout rates, and college-completion rates,
among other success measures.
(Education Week: July 7, 2011)
Closing the Achievement Gap: Taking
Action
• John Hattie summarized research across
hundreds of studies over the last few decades.
• Student factors related to achievement:
– Motivation
– Concentration, persistence and engagement
• Parent factors related to achievement:
– Parent involvement (aspiration, supportive parenting,
high expectations and teaching literacy skills were far
more important than rewards, monitoring homework
and restrictions for bad grades)
Effective Teachers-What the Research
Says
• Teacher credibility (know the difference
between “surface” and “deep” content and
learning)
• Classroom discussion (climate of trust where
mistakes are part of learning)
• Teacher clarity (clear expectations/criteria for
success in the class for students)
• Feedback (inform students of how well they
are learning by skill and understanding)
Effective Teachers-What the Research
Says
• Teacher-student relationships (care, trust,
cooperation, respect, team skills)
• Classroom behavior (learning is cool; trust
between teacher-student and studentstudent)
• Teaching strategies (connect new knowledge
to prior knowledge; integrate knowledge)
• Not labelling students (all students can reach
the success criteria)
HOW MUCH PROGRESS HAVE WE
MADE?
Mission
Empowering all students to make
meaningful contributions to the
world.
Strategic Goals
1. Develop knowledgeable critical thinkers,
communicators, collaborators, creators, and
contributors.
2. Cultivate a high-performing team of
professional focused on our mission and
goals.
3. Deliver effective and efficient support for
student success.
Benchmarking Performance
Percentage Proficient for All Students 2013-2015
Progress on
Warning Sign
83
84
READING
87
92
91
92
79
SOCIAL SCIENCE
% of students reaching proficient 2012-13
81
MATH
85
89
88
89
SCIENCE
% of students reaching proficient 2013-14
% of students reaching proficient 2014-15
23
Benchmarking Performance
Percentage Proficient for LEP Students 2013-2015
Progress on
Warning Sign
+15
+16
72
63
47
68
70
53
51
READING
68
SOCIAL SCIENCE
% of students reaching proficient 2012-13
58
MATH
62
60
56
SCIENCE
% of students reaching proficient 2013-14
% of students reaching proficient 2014-15
24
Benchmarking Performance
Percentage Proficient for Students with IEP 2013-2015
+10
72
50
54
70
72
66
58
56
48
READING
SOCIAL SCIENCE
% of students reaching proficient 2012-13
63
64
50
MATH
SCIENCE
% of students reaching proficient 2013-14
% of students reaching proficient 2014-15
25
Benchmarking Performance
Percentage Proficient for Economically Disadvantaged Students
2013-2015
+12
76
59
62
READING
68
73
76
68
56
SOCIAL SCIENCE
% of students reaching proficient 2012-13
69
68
68
59
MATH
SCIENCE
% of students reaching proficient 2013-14
% of students reaching proficient 2014-15
26
Benchmarking Performance
Percentage Proficient for African American Students 2013-2015
84
68
70
81
+10
84
75
71
61
READING
SOCIAL SCIENCE
% of students reaching proficient 2012-13
% of students reaching proficient 2014-15
76
74
78
63
MATH
SCIENCE
% of students reaching proficient 2013-14
Benchmarking Performance
Percentage Proficient for Hispanic Students 2013-2015
+11
81
73
65
78
80
72
67
61
READING
SOCIAL SCIENCE
% of students reaching proficient 2012-13
% of students reaching proficient 2014-15
75
74
73
64
MATH
SCIENCE
% of students reaching proficient 2013-14
Benchmarking Against Other Divisions
Percentage Proficient Across Content Areas Across District
2015-All Students
92
90
89
87
89
88
86
85
83
85
83
81
80
79
READING
Loudoun
SOCIAL SCIENCE
Fairfax
Prince William
85
84
85
83
82
79
MATH
Virginia Beach
SCIENCE
State
29
Benchmarking-Graduation
Subgroup
All Students
Female
Male
Black
Hispanic
White
Asian
American Indian
Two or more races
Students with Disabilities
Economically Disadvantaged
Limited English Proficient
Homeless
State % Graduated
LCPS % Graduated
90.5
92.5
88.5
86.2
84.0
92.9
95.7
87.8
92.5
88.4
85
68
74.9
95.6
96.4
94.8
95.4
86.4
98.0
96.4
90.0
97.5
95.2
87.4
66.8
81.6
National Benchmarking
Performance on SAT 2015
1612
543
514
READING
489
528
494
494
WRITING
Average scores on SAT 2015 Loudoun
541
513
MATH
1521 1481
498
COMBINED SCORES
Average scores on SAT 2015 VA
Average scores on SAT 2015 US
31
Summary of Results
• In LCPS, 85-90% of students are proficient in the core
content areas.
• Over 95% of LCPS students graduate within six years
of entering the 9th grade.
• Many schools meet all AMOs. Most other schools
meet all but one or two AMOs.
• Almost all schools are accredited.
Summary of Results
Bright Spots
• Increases in Reading and
Math for all student
groups.
• Significant gains in
Reading and Math for
ELLs. Matching or
outperforming the state
averages.
• Gains for schools in
improvement status.
Areas for Growth
• No growth in Social
Science and Science.
• Increase in schools not
meeting AMO.
• Grade 8 Math.
• Continue to close the
opportunity gaps for ELL
and Black and Hispanic
students.
Next Steps
• LCPS will support and monitor the
implementation and impact of One to the
World, Project-Based Learning and Bring Your
Own Technology for all students.
• LCPS is developing a strategic plan with action
steps to address our gaps for discipline and
academic achievement for Black and Hispanic
students, ELL students and students with IEPs.
Questions