To provide all students with an exemplary college preparatory

Math

Board Presentation by: Amy MacDonald, Kerry Rogahn, Jami Hoeger

The Bellevue School District Mission:

 To provide all students with an exemplary college preparatory education so they can succeed in college, career and life.

Our mission is to provide all students with an exemplary college preparatory education so they can succeed in college, career, and life.

2

Agenda

• General information

• Student performance data

• Next Steps

• Questions & Comments

3

General Information

• Common

Core

State

Standards

for

Mathematics (CCSSM)

• WA

implementation

2014

‐

15

•

K

‐

5

upgraded

to

Math

Expressions

Common

Core

©2013

•

IMT1

&

IMT2

adopted

Core

Focus

on

Math

©2014

•

Algebra

1

and

beyond

realignment

• Instructional

practice

emphasizing

rigor

• All

math

courses

after

Algebra

2

have

the

opportunity

for

students

to

earn

college

credit

(AP,

IB,

College

in

the

HS

‐

CHS)


3 Key Instructional Shifts

Focus Coherence Rigor

Focus on the major work of the grade level

Coherence across and within grades

Balance of conceptual understanding, procedural fluency and application


Overlaps in CCSS and NGSS


6

Student Performance Data

2015

Smarter

Balanced

Assessment

compared

to

2014

MSP

Grade 3

Grade 4

Grade 5

Grade 6

Grade 7

Grade 8

MSP 2014* SBA 2015

81.5% 78.8%

73.5%

75.3%

84.1%

78.0%

80.2%

80.0%

73.5%

68.7%

76.5%

73.9%

*some schools piloted Smarter Balanced in 2014 so are not represented in the MSP data


SBA Math Scores Grades 3

‐

5

Grade 3

Grade 4

Grade 5


SBA Math Scores Grades 6

‐

8

Grade 6

Grade 7

Grade 8


9


BSD

Common

Assessments

•

Elementary

shifted

from

Unit

Tests

to

Performance

Tasks

for

2015

‐

16

•

Emphasize

instructional

shift

of

rigor’s

application

element

•

Secondary

shifted

to

holistically

scored

comprehensive

items

aligned

to

CCSSM


10

5

4


2015

AP

Data

by

Score

Score AP Calculus

AB

AP Calculus

BC

AP Statistics

207

105

84

35

52

84

3

2

1

79

28

39

28

9

20

103

49

39

Pass Rate 85% 84% 73%

Avg

Score

3.9

3.68

3.19


11

7

6

5

4


2015

IB

Data

by

Score

Score IB Math Studies

SL

IB Mathematics

SL

IB Mathematics

HL

0

2

4

5

19

27

16

15

5

4

4

4

1

1

0

IB Further

Mathematics HL

1

3

2

0

0

1 0

Pass Rate 100%

Avg Score 4.73

World Avg 4.48

9

2

0

87.5%

5.30

4.43

0

0

0

100%

5.59

4.43

0

0

0

100%

6.00

4.70


12


OECD Test for Schools (based on PISA)

Math Data Spring 2015

BSD Average

US Average (PISA 2012)

Level 0 Level 1 Level 2 Level 3 Level 4 Level 5 Level 6

2%

8%

4%

18%

9%

26%

22%

23%

25%

16%

26%

7%

13%

2%

Math

30%

25%

20%

15%

10%

5%

0%

Level 0

Level 1 Level 2 Level 3 Level 4 Level 5 Level 6

BSD Average US Average (PISA 2012)


Next Steps

• Common Core State Standards for Mathematics full implementation in light of focus, coherence, and most importantly rigor with a balance of conceptual understanding, procedural fluency, and application

• Smarter Balanced Assessment preparation and practice

• Professional Development for teachers to strengthen instructional practice, particularly the instructional shift of increased rigor, and integration of technology

13


Questions & Comments

K ‐ 5

For additional information regarding this presentation contact:

Amy

STEM/Math

MacDonald

Curriculum Developer macdonalda@bsd405.org

(425)456 ‐ 4101

Kerry Rogahn

K ‐ 7 Math Curriculum Developer rogahnk@bsd405.org

(425)456 ‐ 4096

Jami Hoeger

8 ‐ 12 Math Curriculum Developer hoegerj@bsd405.org

(425)456 ‐ 4164



Bellevue College College-in-the-High-School Information

Mathematics Department

Bellevue College

Goal: Transferable Bellevue College credit for approved courses taught in the high school by approved teachers.

Course : Matches the content, level and learning outcomes of a BC course. Please visit http://www.bellevuecollege.edu/math/courses/descriptionsandoutcomes/ to find the outcome for a course.

Currently we offer the following CHS Math courses.

BC Math 107 (Math in Society) – BSD Math Models

BC Math 138 (College Algebra for Business & Social Science) – BSD Business Precalculus/Introduction to

Calculus)

BC Math 141 and 142 (Precalculus 1 and 2) – BSD Precalculus

BC Math 153 and 254 (Calculus) – BSD Advanced Calculus

BC Math 238 (Differential equations) – BSD Differential Equations

Very Important Note: Students cannot be registered after the Bellevue College registration deadline!

Last year, 2014-15, approximately 900 students in the Bellevue, Issaquah and Lake Washington school districts enrolled for CHS Math credit.

An opportunity

We think the CHS program is an opportunity for prepared high school students to get a head start earning credits towards college graduation and for them and their parents to save tuition costs.

Washington College 2012-13 Tuition Costs

annual course (=annual/9)

University of Washington 11,782 1,309

Washington State University 11,386 1.138

Eastern Washington University 7,372 819

Central Washington University 7,941 882

Western Washington University 7,758 862

Bellevue College regular students 4,477 497

Seattle University 34,200 3,800

Bellevue College College-in-the-High-School 150

Transferability:

Bellevue College CHS credits are guaranteed to transfer to all public Washington State colleges and universities. Transferability to other colleges is not guaranteed (every other college sets their own policies just as they do for AP credits), but most colleges seem to accept these credits if the grade has been an A or B

(sometimes C too).

MATH: The six levels of proficiency in PISA (OECD Report p.42)

Level

6

Score

Threshold

669

What students can do at this level of proficiency

Students at proficiency Level 6 can conceptualize, generalize and utilize information based on their investigations and modeling of complex problems. They can link different information sources and representations and flexibly translate between them. Students at this level are capable of advanced mathematical thinking and reasoning. They can apply this insight and understanding along with a mastery of symbolic and formal mathematical operations and relationships to develop new approaches and strategies for attacking novel situations. Students at this level can formulate and precisely communicate their

5

4

607

545 actions and reflections regarding their findings, interpretations, arguments, and the appropriateness of these to the original situations.

Students at proficiency Level 5 can develop and work with models for complex situations, identifying constraints and specifying assumptions. They can select, compare, and evaluate appropriate problem-solving strategies for dealing with complex problems related to these models. Students at this level can work strategically using broad, welldeveloped thinking and reasoning skills, appropriately linked representations, symbolic and formal characterizations and insight pertaining to these situations. They can reflect on their actions and communicate their interpretations and reasoning.

Students at proficiency Level 4 can work effectively with explicit models for complex,

3

2

1

482

420

358 concrete situations that might involve constraints or call for making assumptions. They can select and integrate different representations, including symbolic ones, linking them directly to aspects of real-world situations. Students at this level can use well-developed skills and reason flexibly, with some insight, in these contexts. They can construct and communicate explanations and arguments based on their interpretations, arguments and actions.

Students at proficiency Level 3 can execute clearly described procedures, including those that require sequential decisions. They can select and apply simple problem-solving strategies. Students at this level can interpret and use representations based on different information sources and reason directly from them. They can develop short communications reporting their interpretations, results and reasoning.

Students at proficiency Level 2 can interpret and recognize situations in contexts that require no more than direct inference. They can extract relevant information from a single source and make use of a single representational mode. Students at this level can employ basic algorithms, formulae, procedures, or conventions. They are capable of direct reasoning and literal interpretations of the results.

PISA considers Level 2 a baseline level of mathematics proficiency at which students begin to demonstrate the kind of skills that enable them to use mathematics in ways that are considered fundamental for their future development.

Students at proficiency Level 1 can answer questions involving familiar contexts where all relevant information is present and the questions are clearly defined. They are able to identify information and to carry out routine procedures according to direct instructions in explicit situations. They can perform actions that are obvious and follow immediately from the given stimuli.

1

K‐12 Science and

STEM

1

Board Presentation by:

Angie Diloreto, Greg Bianchi, Cheri Bortleson, Amy MacDonald




2

Agenda

• General information

• Student performance data

• Next Steps

• Questions / Comments

3

General Information

• State

adopted

NGSS

in

October

2013

• State

NGSS

assessment

– 2018

•

2019

Graduation Requirements and

Instructional

Initiatives

– 3

credits

of

science

(2

lab

sciences)

•

Multi

‐

year

efforts

•

Instruction

•

Curriculum

•

Assessment


Implementing NGSS for High

School

• Disciplinary core ideas are arranged differently than traditional course titles

• Preserving two years of advanced offerings in science, e.g.

AP,

IB, and College in the High School

• Using the Interest Based Strategies process

• Considering compressing of 6 years of standards into 5 years

• The result of this process may be a different course sequence at the high school level

4


NGSS represents three shifts

Focus on explaining phenomena or solving problems

Coherence

Learning content by engaging science and engineering practices


Overlaps in CCSS and NGSS


A New Vision for Science Education – Excerpt from NRC document


Elementary STEM Timeline

Schools

Elementary

Curriculum

2013 ‐ 14

3 Schools

FOSS +

Engineering is

Elementary for

STEM Initiative

Schools

State and

State

Assessments

Adopts NGSS

Elementary

8

Science

MSP

2009

N/A

Science

2014 ‐ 15

10 Schools

FOSS +

Engineering is

Elementary for STEM

Initiative

Schools

MSP

2009

N/A

Science

2015 ‐ 16

All 17 Schools

FOSS +

Engineering is

Elementary for all elementary schools

2016 ‐ 17

Pilot

Elementary

Science

Instructional

Materials

MSP

2009 Science

85 Elementary

Teachers in

Coding Pilot

First state

NGSS pilot

MSP

2009 Science

TBD

2017 ‐ 18

Begin implementing new elementary science instructional materials

First state

NGSS assess

2013 Science

TBD

Secondary Science Timeline

2013 ‐ 14 2014 ‐ 15 2015 ‐ 16 2016 ‐ 17

State and

State

Assessments

Adopts NGSS

MSP, Bio EOC

2009 Science

MSP, Bio EOC

2009 Science

MSP, Bio EOC

2009 Science

First state

NGSS pilot

MSP, Bio EOC

2009 Science

2017 ‐ 18

First state

NGSS assess

2013 Science

Grad

BSD

Require

Middle

School

BSD High

Leadership team

Bio EOC req (July

2015)

Looking team

NOT at instructional materials

Leadership

Bio EOC req (July

2015)

IBS

for NGSS

NOT process

Plan

IBS process for NGSS Plan

Course alignment

Bio grad

EOC required for

Pilot MS

Science instructional materials

Course alignment

NGSS

to

Likely transition plan from Bio

EOC to NGSS

Begin implementing new MS

Science

Course

NGSS

mat’ls alignment to


Student Performance ‐ MSP

About half our ES science scores rose, half dropped.

All MS science scores dropped.

18

11

35%

30%

25%

20%

15%

10%

5%

0%

OECD Test for Schools ‐ 2015

Science

45%

40%

Level 0

Level 1 Level 2 Level 3 Level 4

BSD Average US Average (PISA 2012)

Level 5 Level 6

12

OECD Levels of Performance

AP/IB Science Data

Performance Data 2015 BSD Avg World Avg

Score Score

AP BIOLOGY

AP CHEMISTRY

AP ENV SCI

AP PHYS C ‐ MECH

AP PHYSICS 1

AP PHYSICS 2

3.25

3.11

2.53

4.23

2.82

2.95

2.91

2.66

2.59

3.55

2.32

2.77

Enrolled 2015 ‐ 16

AP BIOLOGY

AP CHEMISTRY

AP ENV SCI

AP PHYS C ‐ MECH

AP PHYSICS 1

AP PHYSICS 2

13

IB PHYSICS SL 1/AP 1

IB BIOLOGY HL* new 2015

5.13

IB BIOLOGY SL

IB PHYSICS HL/AP 2

5.03

5.46

IB/AP CHEM SL 4.18

IB/AP ENV SCI 4.62

4.19

4.24

4.68

4.05

4.20

IB PHYSICS SL 1/AP 1 197

IB BIOLOGY HL 31

IB BIOLOGY SL

IB PHYSICS HL/AP 2

IB/AP CHEM SL

144

68

76

IB/AP ENV SCI 123

2240

475

318

309

97

310

72

Bellevue School District

STEM Initiative Overview

K ‐ 5 STEM

K ‐ 12 Computer Science


Next Steps

• Pilot and implementation of new science instructional materials at elementary and middle school which will be aligned to NGSS

• Professional development to accompany implementation of new instructional materials

• Implementation of Interest Based Strategy plan for high school course alignment, and middle to high school articulation

15


Questions / Comments


Angie DiLoreto

K ‐ 12 Science Curriculum Developer diloretoa@bsd405.org

(425)456 ‐ 4163

Greg Bianchi

K ‐ 12 STEM Curriculum Developer bianchig@bsd405.org

(425)456 ‐ 4174

Amy MacDonald

K ‐ 5 STEM/Math Curriculum Developer macdonalda@bsd405.org

(425)456 ‐ 4101

Cheri Bortleson

K ‐ 12 STEM Curriculum Developer bortlesonc@bsd405.org

(425)456 ‐ 4102

16



A New Vision for Science Education

Implications of the Vision of the Framework for K-12

Science Education and the Next Generation Science Standards

SCIENCE EDUCATION WILL INVOLVE LESS: SCIENCE EDUCATION WILL INVOLVE MORE:

Rote memorization of facts and terminology

Facts and terminology learned as needed while developing explanations and designing solutions supported by evidence-based arguments and reasoning.

Learning of ideas disconnected from questions about phenomena

Systems thinking and modeling to explain phenomena and to give a context for the ideas to be learned

Teachers providing information to the whole class

Students conducting investigations, solving problems, and engaging in discussions with teachers’ guidance

Teachers posing questions with only one right answer

Students reading textbooks and answering questions at the end of the chapter

Students discussing open-ended questions that focus on the strength of the evidence used to generate claims

Students reading multiple sources, including science-related magazine and journal articles and web-based resources; students developing summaries of information.

Pre-planned outcome for “cookbook”

laboratories or hands-on activities

Worksheets

Oversimplification of activities for students who are perceived to be less able to do science and engineering

Multiple investigations driven by students’ questions with a range of possible outcomes that collectively lead to a deep understanding of established core scientific ideas

Student writing of journals, reports, posters, and media presentations that explain and argue

Provision of supports so that all students can engage in sophisticated science and engineering practices

Source: National Research Council. (2015). Guide to Implementing the Next Generation Science Standards (pp. 8-9). Washington, DC:

National Academies Press. http://www.nap.edu/catalog/18802/guide-to-implementing-the-next-generation-science-standards

The STEM initiative provides opportunities for thoughtful integration of technology through the use of robotics, coding, and 3-D printers. This year, the district is developing a computer science pathway for all students. K-5 teachers across the district are piloting code.org and other coding courses to help shape the future of coding experiences for Bellevue students. Developing this pathway is important not only because of the emerging career relevance of Computer Science in all industries, but also because of the need to address long-standing opportunity gaps related to race and gender. The broad impact of Bellevue’s STEM initiative is a significant feature in that it provides STEM education for all students rather than limit the impact to a single magnet school.

1

Regardless of whether a student ends up in a STEM field down the line, they will benefit from our STEM focus. This is because STEM learning experiences promote the development of 21 st century skills. We are developing opportunities for students to work creatively to solve problems. They do this in teams, so collaboration is key. Students will have to use critical thinking and develop technology skills, but ultimately our STEM students will do all of this while engaging in the core subjects.

2

The elementary STEM initiative is focused on:

• Evidence-based reasoning within science, engineering, math, and literacy

• inclusion of students in special education

• scaffolding for language learning through the integration of ELL strategies

• Support for students to be successful in working in teams (collaboration) by applying the tools from the social/emotional learning curriculum

• integration of technology into art in the upper elementary

3

Students are presented with a problem with specified criteria and constraints. For example, students are given the problem of creating a bridge that spans a certain distance and can support a given load. They test these to failure, using controlled experiments. So this is really about problem solving and analytics. Students are learning about concepts like forces, and they are learning the scientific process, all while engaging in Problem Based

Learning.

Curriculum: Kindergarten (2 engineering units written by Bellevue Kindergarten teachers);

1 st – 4 th grade two units at each grade level, Engineering is Elementary)

Teacher Professional Development: Teachers have received PD focused on the upcoming engineering unit a few weeks before they are going to teach it. The professional development is focused on integration of best practices for ELLs (i.e. GLAD strategies for vocabulary instruction, social-emotional learning, evidence-based reasoning, and writing.

Focus on Social-Emotional Learning: Collaboration is a major focus of engineering. Tools in the Ruler and Second Step curriculum are integrated into the engineering process for students. For example, engineering team charters (connected to the classroom charter), use of the meta-moment strategies when conflict arises, etc.

4

After school robotics is offered at every elementary at no cost to parents. The robotics after school programs are teacher-led. This helps promote equitable student participation and generates teacher capacity to integrate the technology into the school day. The robotics program is co-funded by the Bellevue Schools Foundation and BSD. In the Title schools, busing is available for students who participate in the robotics after school.

K/1: Bee Bots

2/3: Lego We Do

4/5: Lego Mindstorms

5

Family Engagement: Every elementary school has received a Family Engineering Kit

(http://www.familyengineering.org/) and each school offers at least one family engineering event during the school year.

Summer School: Starting the summer of 2015, every K-5 summer school class participated in an engineering unit from Engineering is Elementary.

Early Learning Program: Expansion of DreamBox adaptive math program into Bellevue

School District Early Learning Programs (pre-K).

Art: All 17 elementary schools have a 3D printer at the school. Art teachers are receiving professional development in SketchUp 3D modeling program and Ultimaker 3D printers.

Several K-5 art teachers are piloting Little Bits (electronic building blocks using circuits and design; http://littlebits.cc/)

6

7

The Job/Student gap in Computer Science

The source for the job data comes from the Bureau of Labor Statistics, http://www.bls.gov/ . Projections for job openings and replacements in computing jobs is 1,366,200 jobs from 2010 - 2020. Projections for all other STEM jobs combined (engineering, life sciences, physical sciences, social sciences) is 908,700 jobs over the same period. This is a 60:40 ratio of jobs in Computing vs the rest of

STEM. The source for the students data comes from the College Board, surveying

2012 AP examination participation (see http://research.collegeboard.org/programs/ap/data/participation/2013), shows that of the 1,379,585 AP math and science exams taken by US high school students in 2013, only 29,555 were computer science exams. This is a 2:98 ratio of students in computer science vs the rest of STEM

8

•

•

•

•

It is difficult to get comprehensive data on K-12 computer science education in this country

But, we can look at AP participation as a key indicator

And this data reveals that only tiny fraction of all “STEM” AP tests taken are in computer science

And only a small fraction of that tiny fraction are women and minorities

http://www.bsd405.org/about/

(add in AP all other math/science participation pie chart by gender)

BSD AP enrollment by course: across all BSD high schools in fall of 2015, there are 259 students enrolled in AP Computer Science. There is a student count of 3,623 in all other AP math and science courses combined. Note: this is enrollment count, some students may be represented more than once in the math/science numbers.

67% of software jobs are outside the tech industry – in banking, retail, government, entertainment, etc. ( This statistic was included in the MSFT National Talent Strategy document and taken from a Georgetown University Center for Education and the

Workforce Report on STEM (October 2011) by Anthony Carnevale, Nicole Smith, and

Michelle Melton)

“Knowledge of computer programming is as important as knowledge of anatomy when it comes to medical research or clinical care.”

Larry Corey,

Fred Hutchinson

Cancer Research Center

13

The earlier we introduce children to computer science and coding, the more comfortable they will be when presented with more in-depth learning opportunities in middle and high school.

14

K-5 Coding Pilot : this year BSD is launching a K-12 Computer Science/Coding pathway.

This includes coding at the elementary level. We have 85 elementary teachers, from all 17 schools, participating across the district. NOT ALL teachers in a building are participating as this is a pilot year. BSD is committed to providing coding as a necessary skill for all students to learn, and this year we have a cadre of teachers piloting curriculum and resources as we build our future model of implementation.

• K-4 Pilot classrooms will be using code.org courses and resources

• 5 th Grade Pilot classrooms will be using a Scratch course

Computer Science and Coding focus on the development of computational thinking skills.

These skills are cross-curricular and applicable to math, science, and all other subject areas.

• creativity

• Collaboration

• Communication

• Persistence

• Problem solving

15

Goals for upcoming years: coding/CS experiences for EACH student in EVERY school

Goals for upcoming years: coding/CS experiences for EACH student in EVERY school; long-term goal is to provide ALL students with coding/CS experiences K-8

Integrated Science Pilot: Big Picture, Odle

Integrated Python: Highland, Tyee, (training teachers from 5 middle schools, with goal of scaling next year)

VEX Robotics via PLTW

Family Engineering : engaging families in the engineering process is important. Later in the year we will have an event to come and be engineers together!

Hour of Code : December 7-13, 2015

Robotics : Thanks to the Bellevue Schools Foundation, we offer robotics as an after school program. K/1 (Bee Bots), 2/3 (Lego WeDo), 4/5 Lego Mindstorms

K-5 Coding Pilot : this year BSD is launching a K-12 Computer Science/Coding pathway.

This includes coding at the elementary level. We have 85 teachers participating across the district. NOT ALL teachers in a building are participating as this is a pilot year. BSD is committed to providing coding as a necessary skill for all students to learn, and this year we have a cadre of teachers piloting curriculum and resources as we build our future model of implementation.

Art Integration : 3D printers in upper elementary, some schools are experimenting with kinetics sculptures in art, and integrating the engineering design process into art projects.

19

Chinook Middle School

Board Presentation – December 1, 2015

Vic Anderson, Principal

Susie Q Challancin, ITCL

Leif Moe ‐ Lobeda, Assistant Principal

Michael Schiehser, Assistant Principal

Teresa Throssell, Teacher

Abigail Horsfall, Teacher

1


Name – Vic Anderson

Email: andersonv@bsd405.org

Phone: (425)456 ‐ 6366


To provide all students with an exemplary college preparatory education so they can succeed in college, career and life.

2

Agenda

• Current Initiatives

• Bright Spots

• Challenges Ahead

3

MTSS

Student Support

Areas of Focus for Professional Learning

Equity (academic & discipline disproportionality)

PBIS (Positive Behavior Intervention Support)

SEL (Social Emotional Learning)

PCM (Positive Classroom Management)

Restorative Justice

SIOP (Sheltered Instruction Observation Protocol)

MTV (Making Thinking Visible)

AVID (Advancement Via Individual Determination)

Formative Assessment / Grading Practices

Differentiated Instruction

Technology: Instruction & Assessment

Common Core Speaking & Listening

Inquiry: Research & Argument

Chinook’s iTeam

Professional Learning

Positive Relationships

4

Professional Learning

• Choice

• Data

• Root Cause Analysis

• Capacity

• Goals

• Engagement Strategies

• SIOP

• AVID

• MTV

• Positive Relationships

• RULER

• Positive Classroom

Management

• PBIS

5 i

Team

Our Instructional Team facilitates the School Improvement

Process and provides learning opportunities for teachers that are meaningful, relevant, useful, and timely.

The following three questions guide our process:

 Do teachers learn?

 Do they change their practices?

 Does student achievement increase as a result?

Each and Every…

Multi ‐ Tiered Systems of Support

6

Our counselors (3), ITCL, principal, and seminar instructors collaborate to support students:

• Bi ‐ weekly monitoring of student progress

• Quarterly grade and risk factor analysis

• Gifted student accommodation plans

Each and Every…

7

Reading Support

• 56 students enrolled in Reading Seminar

• Read 180:

• 22 of 26 sixth graders meeting/exceeding growth targets

• 11 of 14 seventh graders meeting/exceeding growth targets

Math Support

• 53 students enrolled in Math

Seminar

• DreamBox

Each and Every…

Special Education, a continuum of services

• Read 180

8

• Increased access to general education curriculum:

• 1 student with reading and/or writing goals enrolled in Honors LA last year, this year 25% of similar population enrolled

• Increased push in model for behavior support

9

PBIS

Positive Behavior Intervention and Support

We have collaborated to

• Define school ‐ wide expectations for our shared values: Respect,

Ownership, Community, Kindness and Scholarship

• Provide clear description of expectations in different settings

• Teach expectations explicitly

• Implement positive reinforcement and school ‐ wide incentives for appropriate behaviors

• Develop a progressive response system for inappropriate behaviors

10

Positive Classroom Management Strategies

• 5 to 1 positive to negative interaction ratio

• Greeting students at the door as they enter classrooms

• Smiling 

Panorama Survey: 2014‐2015

11

Question

How often is kids leaving other kids out a problem?

Baseline

40% responded favorably (don’t see it as a problem)

2015 ‐ 2016 Goal 16 ‐ 17 Goal

59% 80%

80% How connected do you feel to adults at your school?

48% responded favorably (feel connected to adults)

How often are you happy to come to school?

54% responded favorably (are happy to come to school)

64%

68% 82%

17 ‐ 18 Goal

100%

100%

100%

12

Social Emotional Learning:

23 Chinooks Teachers in Pilot

13

Notable Trends: OHI 3‐Year Pattern

14

Notable Shifts Over Time

Hispanic/Latino Shift Over Time

90.00%

80.00%

70.00%

60.00%

50.00%

40.00%

30.00%

N sizes 08 ‐ 09 14 ‐ 15

6th 9 17

7th

8th

13

7

27

23

20.00%

10.00%

0.00%

6th Grade

Reading

6th Grade

Math

7th Grade

Reading

7th Grade

Math

2008 ‐ 2009

7th Grade

Writing

2014 ‐ 2015

8th Grade

Reading

8th Grade

Math

8th Grade

Science

• Reading scores in 2014 ‐ 2015 are taken from the SBAC ELA Reading Strand, counting students who scored At/Near and Above Standard

• 7 th Grade Writing scores in 2014 ‐ 2015 are taken from the SBAC ELA Writing

Strand, counting students who scored At/Near and Above Standard

15

90%

80%

70%

60%

50%

40%

30%

20%

10%

0%


8th Grade Science MSP percent Meeting Standard Comparison

100%

African ‐ American/Black Asian Two or More Races Hispanic or Latino

N sizes

African ‐ American/Black

Asian

Two or More Races

Hispanic or Latino

White

2008 ‐ 2009 2014 ‐ 2015

2008 ‐ 2009 2014 ‐ 2015

4

72

11

102

24

7

188

39

23

196

White

16


100.00%

90.00%

80.00%

70.00%

60.00%

50.00%

40.00%

30.00%

20.00%

10.00%

0.00%


7th Grade Writing Comparison

2008 ‐ 209 MSP Meeting or Exceeding

2014 ‐ 2015 SBAC ELA Writing Strand ‐ At/Near & Above

Asian

2008 ‐ 2009

Multi ‐ Racial

2014 ‐ 2015

Hispanic or Latino

N sizes


Asian

Two or More Races

Hispanic or Latino

White

2008 ‐ 2009 2014 ‐ 2015

7 9

65

28

13

187

96

36

27

180

White

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Challenges…

Strengthening the Team

40/57 teachers new to

Chinook over the last 4 years

Limited time in building for professional development and collaboration

Putting Students First

Existing opportunity gap for Black & Latino students

Making a large school feel small; personalized learning experiences

Questions?

Name – Vic Anderson

Email: andersonv@bsd405.org

Phone: (425)456 ‐ 6366

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To provide all students with an exemplary college preparatory education so they can succeed in college, career and life.