Equity & Access

School Committee Round Table

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Level Up - Year Two

Grade 7 Enhanced Math

January 22, 2019

Agenda

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Overview: Expanding Equity & Access in Year Two

• High Expectations with High Supports
• English Language Arts (Grades 9 & 10), World History (Gr. 9), Enhanced Math (Gr. 7)

Focus on Teaching & Learning

• High Quality Professional Learning

Monitoring Progress

Student & Educator Voice

Discussion

Next Steps & Closing Thoughts

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Expanding Equity & Access Year 2

• High Expectations with High Supports
• ELA - World History - Grade 7 Enhanced Math

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CPS District Plan

CPS

Working Definitions �for Equity

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• Equity means that each student, regardless of race, ethnicity, nationality, gender, gender identity, disability, sexual orientation, religion, or socioeconomic status will have access to the opportunities, resources, and support they need to attain their �full potential.
• Racial equity means the absence of institutional and structural barriers experienced by people based on race or color, that impede access, opportunities, and results.
• CPS understands that communities of color have experienced centuries of systemic oppression, and may need more as a result �of these forces. Achieving racial equity requires proactive and continuous work to dismantle systemic oppression and white �privilege in our schools. CPS is committed to altering systemic �power dynamics and structures in order to hear and elevate underrepresented voices and to recognize and eliminate bias.

ELA - 10th Grade Earned Honors

• All mainstreamed 10th Graders are participating in a heterogeneous, semester long, ELA 10 class taught at an Honors level.
• To earn Honors level credit students must earn an average of 86.5% or above for the entire semester.

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• Students have an opportunity to participate in Seminar; this may occur either in the same semester as ELA 10 or the alternate semester, depending on the student’s needs.
• All mainstreamed students participate in the Bunker Hill Community College entrance assessment and have access to dual enrollment ELA classes Junior and Senior year.

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Level Up - 9th Grade

• Year 2 - English Language Arts (ELA)
• Year 1 - Critical Issues in World History
• Year 2- Seminar supporting both ELA and WH
• Full year, every other day courses
• Students & Staff are “teamed”
• ELA, History & OSS teacher teams plan standards-based, cross-discipline curriculum

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7th Grade Enhanced

Math Pathway

All heterogeneously grouped grade seven students are engaged in �an enhanced mathematics experience.

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Achieving access and equity requires that all stakeholders—

• ensure that all students have access to a challenging mathematics curriculum, taught by skilled and effective teachers who differentiate instruction as needed;
• monitor student progress and make needed accommodations; and
• offer remediation or additional challenges �when appropriate.

(National Council of Teachers of Mathematics)

Focus on Teaching & Learning

High Quality Professional Learning

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Teacher Collaboration at CRLS

Regular meeting time for ELA, history, and �OSS teacher teams resulting in:

• Introductory identity unit in collaboration with Dr. Darnisa Amante
• Ongoing work creating, revising, and implementing units and common assessments, including 9th grade �research paper

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Structural Changes at CRLS

• 9th grade history and ELA classroom locations moved to support teacher collaboration

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• Intentional scheduling to maximize support for students receiving IEP services and to balance demographics

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• ELA teacher-leaders with reduced schedule to provide coaching and support

High Standards for All at CRLS

• Close reading workshop with Joan Soble for history teachers �in grades 6-9 and Level Up special educators�
• Clear co-teaching protocols due �to training with Dr. Marilyn Friend� - High Expectations for all �with supports

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Math Educator Collaboration

Professional Learning

• Summer Professional Learning: �Illustrative Mathematics Trainer
• Ongoing job-embedded support �with coaching (school + district coaches)
• Grade-level Staff on Assignment Days during school year
• Collaborative structures

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Structural Changes in Math

Heterogeneously grouped classrooms

Enhanced, inclusive tier one practices with supports and flexible grouping

Integration of a new mathematics resource - Illustrative Mathematics Expansion of Ambitious Instructional Routines - including Number Talks

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High Math Standards for All

Enhanced Mathematics Expectations for ALL

All grade seven students will study grade 7 mathematics and part of grade 8 standards

Additional Supports - Aim High/WIN/Clinic/Intensives

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Monitoring Progress

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Strategic Initiative 5.1:

Continuous Improvement

Continuous Improvement: 5.1

Institute a continuous improvement process that supports implementation of the district plan: monitoring, evaluating, and sharing progress.

What Is Continuous Improvement?

Continuous improvement is a cyclical process intended to help groups of people in a system—from a class to a school district or even a network of many districts—set goals, identify ways to improve, and evaluate change. Key concepts:�

• Looking at problems as part of a system rather than as isolated episodes;
• Working to improve policies and processes within that system;
• Repeatedly testing assumptions about the causes of problems and their possible solutions;
• Involving those most affected by changes—like teachers and students—in deciding what tweaks to make.

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Plan

Do

Study

Act

Continuous Improvement in Action

Monitoring Progress: Common standards-based Assessments

Common standards-based assessments have been created to monitor student progress and to gather data for re-teaching and support.

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Monitoring Progress: Standards-based Assessments

Our Objectives:

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• Monitor how students are doing on standards, items, and different question types to plan for whole group reteaching.
• Monitor how various groups of students are performing �to keep our focus on equity and access.
• Monitor how individual students are performing for �small group and individual support.
• Identify areas of success and challenge.
• Identify meaningful action steps.

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Standard level

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Item level

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Demographic level

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Individual student level

Monitoring Progress: Interim Assessments - Math 7

Grade 7 Math Interim Assessment 1

Assessed Ratio & Proportional Relationships (RP) and Geometry (G) Standards using:

• 6 multiple choice questions
• 3 constructed response questions�

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Monitoring Progress: Interim Assessments - Math 7

Comparing 2017 to 2018

Note: The interim assessments changed between 2017 and 2018, so please use caution when making conclusions between this comparative data.�

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Monitoring Progress: Interim Assessments - Math 7

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In 2017, the average percent correct

on the Grade 7 Interim 1 was 60%.

In 2018,

the average increased to

77%.

Data consists of multiple choice questions only.

Monitoring Progress: Interim Assessments - Math 7

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Average Percent Correct by Race/Ethnicity

(Multiple Choice Questions ONLY)

Monitoring Progress: Interim Assessments - Math 7

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Average Percent Correct by �IEP Status

(Multiple Choice Questions ONLY)

Monitoring Progress: Interim Assessments - Math 7

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Average Percent Correct by Gender

(Multiple Choice Questions ONLY)

Monitoring Progress: Common Formative Assessments - ELA 9

These common formative assessments (CFAs) are teacher-created and have a mix of multiple choice, multiple-select, and constructed response/essay questions based on reading passages or reviewing documents. The essays are scored using a common rubric. These assessments are administered to students online via SchoolCity �and are linked to state standards. The purpose of a CFA is to monitor student progress towards learning targets and allow teachers to examine the effects of their practice. The data �is also used to provide frequent feedback to students.

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Monitoring Progress: Common Formative Assessments - ELA 9

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In 2017, the average percent correct

on the Grade 9 CFA2 was 65%.

In 2018,

the average increased to

75% for the Grade 9 CFA1.

Data consists of multiple choice questions only.

Monitoring Progress: 2019 Common Formative Assessment 1 - ELA 9

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Average Percent Correct by Race/Ethnicity

(Multiple Choice Questions ONLY)

Monitoring Progress: 2019 Common Formative Assessment 1 - ELA 9

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Average Percent Correct by �IEP Status

(Multiple Choice Questions ONLY)

Monitoring Progress: 2019 Common Formative Assessment 1 - ELA 9

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Average Percent Correct by Gender

(Multiple Choice Questions ONLY)

Monitoring Progress: Student Perspective

Students have been surveyed to monitor program progress.

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Student Survey: Upper School Math (Baseline - June 2018)

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We surveyed students in grade 6-8 in June 2018 about a variety of subjects, including math. ~86% of students participated.

Baseline Data: Subgroup-Level Response about Math (June ‘18)

Groups with most significant

positive difference from mean:�

• EL students (+10)
• Asian students (+4)
• Students with paid lunch (+3)

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Groups with most significant

negative difference from mean:�

• Students with IEPs (-8)
• Students receiving free lunch (-4)
• African-American/Black students (-3)

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CRLS Student Survey: Areas of Inquiry

In January 2019, we surveyed 9th and 10th grade students about the following topics as they relate to their ELA and History classes:

• Classroom Belonging
• Classroom Engagement
• Classroom Rigorous Expectations
• Additional CRLS-created questions

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2019 Response Rates:

• Grade 9: 89%
• Grade 10: 76%

2018 Response Rate:

• Grade 9: 38%

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Given the relatively low response rate in 2018, we are limited in comparing data to 2019.

Classroom Rigorous Expectations

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*These averages represent the average mean of all three surveys.

Classroom Rigorous Expectations: Demographic-Level Differences

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When we disaggregate Grade 9 ELA survey results for classroom rigorous expectations, we see minimal or insignificant differences in how students responded by race/ethnicity and socioeconomic status.

Classroom Rigorous Expectations: Demographic-Level Differences

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However, when looking across all three surveys in 2019, we find that students with IEPs are the only group with significant negative differences from the group averages for classroom rigorous expectations.

9th Grade: Students’ Reflections on History Honors Credit/AP Enrollment and Preparation

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10th Grade: Students’ Reflections on ELA Honors Credit/AP Enrollment and Preparation

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District Outcome: Advanced Course Enrollment

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Overall, 80% of CRLS students in grades 10-12 took an advanced course during the 2017-2018 school year.

Advanced courses: Honors, advanced placement, and post-secondary / college-level�with college credit

District Outcome: AP Test Participation

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In 2017-2018, CRLS saw a decrease in the number of students taking AP exams overall and across all demographic groups.

District Outcome: AP Test Performance

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In 2017-2018, the percentage of students receiving a 3 or higher on AP exams remained relatively stable overall. CRLS also remains well above the state average.

Note: Too few students with IEPs participated in the AP exams to show their performance.

Student & Educator Voice

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CSUS Student Interviews

• Tell me about what it’s like to be a 7th grade mathematician.
• How have you grown �as a mathematician?

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Student Voice - CSUS

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Student Voice - Quotes from Video

“I have definitely got more confident.”

“Everyone’s voice is important.”

“It is easier to say your opinion.”

“I have gotten more comfortable and my voice is respected.”

“It’s important to say things, even if they are wrong.”

“I like overcoming things; if I got a bad grade then I improve it.”

“A lot more people are actually participating and doing the work.”

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Student Voice - CRLS

“I think it’s really important that everyone gets an equal opportunity to be successful and to further their understanding of English….It challenges students in a positive way.” -- Roni Kirson, Sophomore

“...I found that the class was exactly my level and really was able to develop a strong community due to its full year system.” -- Max MacGibbon, Sophomore

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Educator Voice - CRLS

• Collaboration between “Triad” with common planning time and classrooms close in proximity
• Inclusive environment, diverse learners and students in same class
• Generalize common skills used in ELA and History (common language, claim development, central idea, SOAPstone, common graphic organizers)
• Ability to have collaborative assignments because of schedule and common students
• Students feel “anchored” by having year-long ELA and History, same peers, same teachers

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Discussion

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Next Steps & Closing Thoughts

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Credits:

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