Smarter Balanced Updatex - DSCYFEducation

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Dec 10, 2013 (3 years and 7 months ago)

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September 27, 2012

CSO Meeting

1


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

2




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

3


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



4


4


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

5


DDOE Updates (2/2)



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
lfulton@doe.k12.de.us

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

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

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
reese.robinson@doe.k12.de.us



6




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

The Smarter Balanced

Assessment System: An Overview


Joe Willhoft, Ph.D.

Executive Director

Delaware District Superintendents


September 27, 2012 Dover, DE

Common Core State Standards


Define the
knowledge and skills
students need for
college and career


Developed
voluntarily and
cooperatively by
states; m
ore than 40
states have adopted


Provide clear,
consistent standards
in English language
arts/Literacy and
mathematics

Source: www.corestandards.org

8

A Next Generation of Assessments


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 2014
-
15 school year

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

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

11

The Smarter Balanced

Assessment System

A Balanced Assessment System

Common
Core State
Standards
specify

K
-
12
expectations
for college
and career
readiness

All students
leave

high school
college

and career
ready

Teachers
and
schools have
information and
tools they need to
improve teaching
and
learning




Summative:


College
and
career
readiness
assessments for
accountability

Interim:


Flexible and open
assessments,
used
for actionable
feedback

Formative
resources:

Supporting
classroom
-
based
assessments to
improve instruction

13

Summative Assessments

for
Accountability


Built on solid technology


Coverage of full breadth/depth of Common Core


Precise assessment of all students

Computer Adaptive
Testing (CAT) Portion


Deeper learning with thematic and scenario
-
based
tasks


Real
-
world problems aligned to Common Core


PT scores combined with CAT for overall score

Performance Task (PT)
Portion



Wide review of Achievement Level Descriptors (ALDs)


Field
tests include
PISA, TIMSS, NAEP
items


Online opportunity for broad engagement

Setting
College/Career Ready
Performance
Standards

14






Interim Assessments


to Signal Improvement



Non
-
Secure


Timing and frequency are locally determined


Interim test
-
builder creates aligned assessments

Flexible and Open


T
eachers can match assessments with scope and
sequence


Teachers can review student responses


Teachers can score student responses

Supports Proficiency
Based Instruction


Includes full range of item types


Uses the same scale as the Summative Assessment


Includes performance assessments

Authentic Measures

15






Summative and Interim Use of

Computer Adaptive Technology


Turnaround
time is significantly reduced


Can assess broad range with fewer items

Faster
results, fewer
items

Deeper Analysis


Accurate measurement across range of students


Improved measures
of student growth over time

Increased precision


Item difficulty based on student responses

Tailored to student
ability


Large
item
pool means
not all students receive the
same questions

Greater security


GMAT, GRE, COMPASS (ACT), Measures of Academic
Progress (MAP)

Mature technology

16









Reports for classrooms and schools draw from the



full range of items seen by many students




Formative Tools

for Classroom
-

Based Assessment Practices






Tools/materials for Classroom
-
based Assessments


Fully aligned to Common Core State Standards


Available for in
-
service and pre
-
service development





Improving


Instruction



Access to the best resources available


Collaborate with other states on special projects


Professional social networking across the
Consortium


Tools to evaluate publishers’ tests


Pooling


Resources

17



A Balanced Assessment System

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.

English Language Arts/Literacy and Mathematics, Grades 3
-
8 and High School

Computer Adaptive

Assessment and

Performance Tasks

Computer Adaptive

Assessment and

Performance Tasks

Scope, sequence, number and timing of interim assessments locally determined

*Time windows may be adjusted based on results from the research agenda and final implementation decisions.

PERFORMANCE
TASKS



ELA/Literacy


Mathematics

Re
-
take option

COMPUTER
ADAPTIVE TESTS



ELA/Literacy


Mathematics

Optional Interim

Assessment

Optional Interim

Assessment

18

Engaging Educators

K
-
12 Educator Involvement


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

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

21

Progress and Timeline

Assessment Claims for ELA / Literacy

“Students can demonstrate progress toward college and
career readiness in English Language arts and literacy.”

“Students can demonstrate college and career readiness in
English language arts and literacy.”

“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.”



“Students can employ effective speaking and listening skills
for a range of purposes and audiences.”

“Students can engage in research and inquiry to investigate
topics, and to analyze, integrate, and present information.”

Overall Claim

(Gr. 3
-
8)


Overall Claim
(High School)

Reading

Writing

Speaking and Listening

Research/Inquiry

23

Assessment Claims for Mathematics

“Students
can demonstrate progress toward college and
career readiness in
mathematics.”

“Students
can demonstrate college and career readiness in
mathematics
.”


“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.”

Overall Claim

(Gr. 3
-
8)


Overall Claim

(High School)

Concepts and
Procedures

Problem
Solving

Communicating
Reasoning

Modeling and Data
Analysis

24

Technology
Guidelines

for New Purchases

Minimum

for New

Hardware

Processo
r Speed

RA
M

Available
Memory/Storage

Resolution

Display
Size

1.0 GHz

1 GB

1 GB

1024x768

10” Class

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”.

Operating

Systems


坩W摯d猠7


Mac 10.7


Linux

(Ubuntu 11.10; Fedora 16)


Chrome


䅰灬攠
楏i


Android 4.0

(v1.0
Apr. 2012)

25

Field Test
37,000
Items/Tasks

Major Milestones

All
-
Call for Pilot
Testing

Small Scale
Trials

IT
Readiness
Reports


Interim &
Formative
Available for Use

Operational
Summative
Assessment

Set Performance
Standards (Cut
Scores)

Verify
Performance
Standards

Pilot of 10,000
Items/Tasks

Item/Task
Writing
Begins

IT
Readiness
Reports

All
-
Call for Field
Testing

State
Educator
Teams
Begin

IT
Readiness
Reports

26

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

28

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

29

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

30

Accessibility and Accommodations


S
ample 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)



31

Visit us at: SmarterBalanced.org

32

33




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

34




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

Delaware:

SAT School Day Results


September 27, 2012

Delaware / College Board Partnership


(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.

ReadiStep

and PSAT/NMSQT

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.


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.


AP

36

Delaware / College Board Partnership (cont.)


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.

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.

Research

District/Charter School

Grade(s)

ELA

Math

Family Foundations Academy

6
-
8





Laurel School District

6
-
8





New Castle County Voc Tech School District

9
-
12



Prestige Academy

6
-
8





Reach Academy for Girls

6
-
8



Red Clay Consolidated School District

6
-
12



Appoquinimink School District

6
-
8

(supplement)





Smyrna School District

6
-
8





Thomas A Edison Charter School

6
-
9



(6
-
8)



(6
-
9)

Woodbridge School District

6
-
8





37

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.

38

Increased Participation & New Baseline
¹

1.
Participation totals for SAT Seniors and SAT School Day juniors are provided strictly for informational purposes; data should

no
t 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 Mar
ch
2010.

3.
Senior cohort includes Delaware public school seniors who took the SAT at any time during their high school years through Jun
e 2
011.

4.
SAT School Day Juniors results based on June 2011 student data file; results may vary slightly from the SAT School Day Report
. S
enior 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
Rep
ort.



Juniors

Seniors

Class of 2010
²

Number of
Test
Takers



4,728

Mean Critical Reading



478

Mean Mathematics



481

Mean Writing



463

Class of 2011³

Number

of
Test Takers



5,228

Mean Critical Reading



471

Mean Mathematics



475

Mean Writing



455

Class of 2012⁴

Number

of

Test
Takers

7,188

8,067

Mean Critical Reading

436

437

Mean Mathematics

449

446

Mean Writing

427

424

Class of 2013


Number of
Test
Takers

7,878



Mean Critical Reading

424



Mean Mathematics

435



Mean Writing

418



Academic Year 2009
-
10

Academic Year 2010
-
11

Academic Year 2011
-
12

SAT

School Day

39

College and Career Readiness Benchmark

SAT School Day
2012

50%

5%

6%

9%

27%

10%

Asian
283
Black
2,130
Hispanic/
Latino
763
Native
American
45
White
4,049
Other/No
response
608
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 c
an
use the
SAT College and Career Readiness Benchmark to determine what proportion of their student body is college and career ready.

Percentages may not sum to 100% due to rounding. Percentages rounded to the nearest whole number.

18%

achieved the

College and

Career Readiness

Benchmark

Met College and Career Readiness Benchmark
N=

N= 7,878

40

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

41

42

Murphy School District

Stetter High School

Wolak Academy

SAT School Day District Overview


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

Graduate 2013:

Delaware's Education Plan


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


District Strategic Plan

44

SAT School Day District Overview

112 Test Takers

124 Test Takers

415 Test Takers

45

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.

16.3%

20.9%

22.0%

15.7%

21.1%

18.0%

0.0%
5.0%
10.0%
15.0%
20.0%
25.0%
PSAT/NMSQT -
Sophomores
PSAT/NMSQT - Juniors
SAT - Juniors
Percent Meeting the College Readiness Benchmarks

District
State
Delaw
are
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%

46

Critical Reading

Skill Areas With Lowest Performance:

Skill

Percent
Correct

Suggestion from

SAT Skills Insight

Understanding Literary Elements

Understand literary elements such as
as plot, setting and characterization.

characterization.

40

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?

Reasoning and Inference

Understand assumptions, suggestions
suggestions and implications in
reading passages and draw informed
informed conclusions.

42

• 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.

State of Delaware
Stetter High School
Wolak Academy
Murphy School District
2011 Critical Reading Mean Score
436
388
442
425
2012 Critical Reading Mean Score
425
407
421
418
436

388

442

425

425

407

421

418

0
200
400
600
800
Year Over Year Mean Scores

47

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
represent relationships, patterns, and
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
understanding the properties of shapes,
shapes, such as triangles and circles,
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

State of Delaware
Stetter High School
Wolak Academy
Murphy School District
2011 Mathematics Mean Score
449
512
430
488
2012 Mathematics Mean Score
435
555
505
525
449

512

430

488

435

555

505

525

0
200
400
600
800
Year Over Year Mean Scores

Writing

Skill Areas With Lowest Performance:

Skill

Percent
Correct

Suggestion from

SAT Skills Insight

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

• 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 well
-
in 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.

State of Delaware
Stetter High School
Wolak Academy
Murphy School District
2011 Writing Mean Score
427
412
501
457
2012 Writing Mean Score
419
501
488
465
427

412

501

457

419

501

488

465

0
200
400
600
800
Year Over Year Mean Scores


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

District Support: Using SAT Reports & Tools

50


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

Navigating the Reports

52




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

53


53


Resources: District
-
specific binders and performance summaries

Format: Individual district teams; College Board and DDOE team members will circulate

Component

Guiding questions


Individually Analyze Data
and discuss college
readiness strategies


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?





30

Time

PLC Agenda

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


54

Set up a meeting for the College Board to come
to your district!!!


Alison
Procopio
, Education Manager

aprocopio@collegeboard.org

College Board in Your District

55

56




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

57


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!