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
1

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

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
3

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

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
World Language
Immersion
Education Insight
Dashboard
▪
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
▪
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 lfulton@doe.k12.de.us
▪
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 reese.robinson@doe.k12.de.us
5

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

Joe Willhoft, Ph.D.
Executive Director
Delaware District Superintendents
September 27, 2012 Dover, DE

•
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: www.corestandards.org
8

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. 18171-85)
9

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

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

✔
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
14

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
15

✔
✔
Faster results, fewer items
Deeper Analysis
Increased precision
• Turnaround time is significantly reduced
• Can assess broad range with fewer items
• Reports for classrooms and schools draw from the full range of items seen by many students
• 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)
16

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

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
Computer Adaptive
Assessment and
Performance Tasks
Optional Interim
Assessment
Computer Adaptive
Assessment and
Performance Tasks
Scope, sequence, number and timing of interim assessments locally determined
PERFORMANCE
TASKS
• ELA/Literacy
• Mathematics
COMPUTER
ADAPTIVE TESTS
• ELA/Literacy
• Mathematics
Re-take option
*Time windows may be adjusted based on results from the research agenda and final implementation decisions.
18

• Support for implementation of the
Common Core State Standards
(2011-12)
• Write and review items/tasks for the for the pilot test (2012-13) and field test (2013-14)
• Development of educator leadership teams in each state
(2012-14)
• Evaluate formative assessment practices and curriculum tools for inclusion in digital library (2013-14)
• Score portions of the interim and summative assessments (2014-15 and beyond)
20

• 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

Overall Claim
(Gr. 3-8) “Students can demonstrate progress toward college and career readiness in English Language arts and literacy.”
Overall Claim (High School)
“Students can demonstrate college and career readiness in
English language arts and literacy.”
Reading
Writing
“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.”
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.”
23

Overall Claim (Gr. 3-8) “Students can demonstrate progress toward college and career readiness in mathematics.”
Overall Claim (High School)
“Students can demonstrate college and career readiness in mathematics.”
Concepts and
Procedures
Problem Solving
Communicating
Reasoning
Modeling and Data
Analysis
“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.”
24

(v1.0 Apr. 2012)
Minimum for New
Hardware
Processo r Speed
RA
M
Available
Memory/Storage Resolution
1.0 GHz 1 GB 1 GB 1024x768
Display
Size
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”.
25

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

•
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

•
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

•
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

–
–
–
• Chair: Martha Thurlow (NCEO)
–
• Co-Chairs: Jamal Abedi (UC Davis) & Kenji Hakuta (Stanford)
31

32

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

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

September 27, 2012

ReadiStep and PSAT/NMSQT
• (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.
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.
36

SpringBoard
• Thomas Edison Charter School was a 2011-2012 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
Family Foundations Academy
Laurel School District
New Castle County Voc Tech School District
Prestige Academy
Reach Academy for Girls
Red Clay Consolidated School District
Appoquinimink School District
Smyrna School District
Thomas A Edison Charter School
Woodbridge School District
Grade(s)
6-8
6-8
9-12
6-8
6-8
6-12
6-8 (supplement)
6-8
6-9
6-8
ELA
√
√
√
√ (6-8)
√
√
√
√
√
Math
√
√
√
√
√
√
√ (6-9)
√
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.
37

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

¹
Class of 2010
Class of 2013
²
Class of 2011³
Class of 2012⁴
⁵
Number of Test Takers
Mean Critical Reading
Mean Mathematics
Mean Writing
Number of Test Takers
Mean Critical Reading
Mean Mathematics
Mean Writing
Number of Test Takers
Mean Critical Reading
Mean Mathematics
Mean Writing
Number of Test Takers
Mean Critical Reading
Mean Mathematics
Mean Writing
Juniors
7,188
436
449
427
7,878
424
435
418
Seniors
4,728
478
455
8,067
437
446
424
481
463
5,228
471
475
Academic Year 2009-10
Academic Year 2010-11
Academic Year 2011-12
SAT School Day
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 2010.
3.
Senior cohort includes Delaware public school seniors who took the SAT at any time during their high school years through June 2011.
4.
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.
39

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.
18% achieved the
College and
Career Readiness
Benchmark
50%
N=
Asian
283
5%
Black
2,130
27%
6% 9%
Hispanic/
Latino
Native
American
White
10%
Other/No response
763 45 4,049 608
Met College and Career Readiness Benchmark
N= 7,878
Percentages may not sum to 100% due to rounding. Percentages rounded to the nearest whole number.
40

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

Stetter High School
Wolak Academy
42

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
43

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
44

415 Test Takers 112 Test Takers 124 Test Takers
45

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.
25,0%
Percent Meeting the College Readiness Benchmarks
22,0%
21,1%
20,0%
20,9%
16,3%
18,0%
15,0%
15,7%
10,0%
District
State
5,0%
0,0%
PSAT/NMSQT -
Sophomores
PSAT/NMSQT - Juniors SAT - Juniors
Note: District “PSAT – Juniors” does not represent an inclusive testing cohort.
Delaware School District
Class of 2013
PSAT/NMSQT - Sophomores
PSAT/NMSQT - Juniors
SAT - Juniors
Number of
Test Takers
424
112
415
District
16.3%
20.9%
22.0%
State
15.7%
21.1%
18.0%
46

Year Over Year Mean Scores
800
600
400
200
0
2011 Critical Reading Mean Score
2012 Critical Reading Mean Score
436 425
State of Delaware
436
425
Skill Areas With Lowest Performance:
Skill Percent
Correct
Understanding Literary Elements
Understand literary elements such as as plot, setting and characterization.
40
Reasoning and Inference
Understand assumptions, suggestions suggestions and implications in reading passages and draw informed informed conclusions.
42
388
407
Stetter High School
388
407
442 421
Wolak Academy
442
421
425 418
Murphy School District
425
418
Suggestion from SAT Skills Insight
When reading a novel, short story or play, try to identify the different ways ways authors create character. What is revealed about a character through his or through his or her dialogue and interactions with other characters?
• When reading a longer text, notice how the author develops an idea. Think
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
Consider both what the author says in the text and what can be inferred.
47

Year Over Year Mean Scores
800
600
400
200
0
2011 Mathematics Mean Score
2012 Mathematics Mean Score
449 435
State of Delaware
449
435
Skill Areas With Lowest Performance:
Skill Percent
Correct
Algebra and Functions
Solve problems using algebraic expressions and symbols to represent represent relationships, patterns, and and functions of different types.
45
Geometry and Measurement
Solve problems based on understanding understanding the properties of shapes, shapes, such as triangles and circles, circles, and the spatial relationships between angles and lines.
43
512
555
Stetter High School
512
555
Suggestion from SAT Skills Insight
430
505
Wolak Academy
430
505
488
525
Murphy School District
488
525
• 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
• 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

Year Over Year Mean Scores
800
600
400
200
0
2011 Writing Mean Score
2012 Writing Mean Score
427 419 412
501 501 488
457 465
State of Delaware
427
419
Stetter High School
412
501
Wolak Academy
501
488
Murphy School District
457
465
Skill Areas With Lowest Performance:
Skill Percent
Correct
Managing Grammatical Structures Used
Used to Modify or Compare
Understand correct use of adjectives or adverbs, comparative structures (such as as neither and nor), and phrases used to to modify or compare.
45
Suggestion from SAT Skills Insight
• When reading, choose a paragraph and identify the adjectives and adverbs in the the sentences and the words they modify. When writing, check to see that adjectives are 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 strong as” or “more fit than”). When writing, check to see that appropriate structures are structures are used to compare things and ideas.
Recognizing Correctly Formed Sentences
Sentences
Recognize correct sentence structure.
46
In your reading, pay attention to the parts of speech and how they agree in well-formed formed sentences; notice modifying words and phrases and how they function when when used correctly; and note the relationships between phrases and clauses in wellin well-formed sentences. In your own writing, make sure that subjects agree in number number with their associated verbs and that main verbs are used to construct complete complete sentences; that pronouns agree in number, gender and person with their their logical antecedents; and that verb forms are used consistently and logically. logically.

Review the SAT School Day report.
• 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.
Utilize SAT Skills Insight Report
• Understand how students are performing in specific academic skill areas
• Generate ideas and suggestions for improvement.
Inform curricular, instructional and assessment adjustments
• 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?
Utilize the SAT Question & Answer Explanation
• 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?
50

•Performance Summary
•Year-Over-Year
•Mean Score Report
•Skill Categories Report
•Score Distribution Report
• Mean Score Year-over-Year
Report
• Skill Categories Report Yearover-Year

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

PLC Agenda
Component
▪
Individually Analyze Data and discuss college readiness strategies
Guiding questions
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 district’s 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?
Time
▪
30
Resources: District-specific binders and performance summaries
Format: Individual district teams; College Board and DDOE team members will circulate

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
54

Alison Procopio, Education Manager aprocopio@collegeboard.org
55

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

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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