1 / 26

Simplifying and Focusing: Abbott’s Work in 2005-06

Simplifying and Focusing: Abbott’s Work in 2005-06. Presented by Gordon MacInnes Abbott CSAs and SBAs December 6, 2004. “How’re We Doin’?”. Better Not Better Enough Not Fast Enough for Too Many Students. Three Goals that Count.

majed
Télécharger la présentation

Simplifying and Focusing: Abbott’s Work in 2005-06

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Simplifying and Focusing:Abbott’s Work in 2005-06 Presented by Gordon MacInnes Abbott CSAs and SBAs December 6, 2004

  2. “How’re We Doin’?” • Better • Not Better Enough • Not Fast Enough for Too Many Students

  3. Three Goals that Count • All Abbott students are strong readers by the end of 3rd grade • All Abbott students master the Core Curriculum Content Standards in all subjects in all grades • Abbott districts operate efficiently

  4. Answering Ed Koch’s Question • 4th Grade Language Arts for unclassified students is the most common measure • We know that 100% of these students should be reading by the end of 4th Grade • We need to match the non-Abbott pass rate of 94.7% • “Unweighted” ignores the 21% “bump” in 2000-01 • “Weighted” smoothes out 2000-01 • Highest growth rate for those districts that began 1999 at lowest base

  5. Pass Rates on LAL – 1999-2004 • Abbotts have cut the gap in proficient or advanced proficient percentage from 34.6 in 1999 to 22.7 percentage points in 2004 • The 2003 test was probably more difficult than either 2002 or 2004

  6. Mean Scale Scores Have Jumped • Abbotts have closed the gap in mean scale scores by 24.5 to 17.7 points for all students

  7. Disabled and Limited English Trail • Note that SPED progress in non-Abbotts have stalled • Abbott LEP student progress is not as strong as SPED or general students

  8. Math is Tough on Everyone • Non-Abbott SPED students are making noticeable progress as are Abbott LEP students • Note that non-Abbott SPED students are close to Abbott’s TOTAL students proficiency rates

  9. Math is Tough on Everyone

  10. Abbott is to Lift Economically Poor Students • Free and reduced lunch students in 5 Abbott districts do better than those in I/J districts • Differences between poor and non-poor students vary widely among Abbott districts (0.3 of 1% to 21.4%) • Poor students in very poor districts perform with wide variances

  11. To Keep Us Humble, Look at 8th Grade Performance

  12. The 2005-06 Regulations have Four Principle Goals • Simplify • Build on the Face-to-Face Conversations • Integrate with NCLB • Agree on budgets at submission

  13. “Simplify” Means a Relentless Focus on Learning • Reduce paperwork • Coordinate with NCLB whenever possible • Concentrate on what happens between teachers and students

  14. For schools and districts, the focus should be on two-four instructional goals • Literacy is the first issue for all schools and all districts • Goals should be ambitious but achievable • Goals should be measurable, not just on state tests and not just at the end of the year • The goals should change what happens in classrooms

  15. Districts should build on the conclusions from the face-to-face conversations • The ingredients for early literacy should be in every classroom this school year • Most districts need to give urgent and continuing attention to a better-aligned, clearer and more useful curriculum • ELL’s are doing well in some places and being left out in others • SPED is education’s Waterloo (as seen by Napolean)

  16. NCLB makes simplification more difficult • NCLB defines instructional problems mechanically / arithematically • NCLB’s reporting calendar is different • NCLB assumes that all instructional problems are equal, can be solved quickly, and with a prescribed list of remedies • NCLB focuses on achievement

  17. Schools that are not “INOI” file a simple narrative on 2 or 3 teaching goals • Schools INOI start with the narrative but must include NCLB-required forms (most of which can be helpful) • Schools in 4th year of INOI will go through a modified CAPA review

  18. Budget agreements by mid-March • Budget discussions will start right away, not after they’re submitted • The “presumptive budget” facilitates early agreement • The goal is DOE/District agreement by March submission • Applicants for DEOA will receive award notice by May 31, 2005

  19. This year’s regulations build on last year’s approach with three noticeable changes • The emphasis on literacy is extended with more precise standards into the middle grades • The academic expectations for secondary schools are sharpened and the goal of smaller learning communities set • The “presumptive budget” and more specific efficiency standards are introduced

  20. More than 2 of 5 Abbott 8th graders can’t read and write well enough to pass GEPA • Middle Grades Literacy Task Force recommended that the IEL emphasis on small group, print-rich, and uninterrupted literacy instruction be “graduated” to middle grades • More coaching and support for teaching literacy across content areas • Begin next year to plan for 80-120 minutes of uninterrupted focus

  21. The primary reason most Abbott students can’t pass GEPA/HSPA is that they’re not taught what they’re expected to learn • A district curriculum should work backwards from HSPA to ensure that the Core standards are being taught • Through traditional college prep math courses or “integrated” math, all students need to complete Algebra I by 9th grade • English I is the “gatekeeper” for high school language arts just as Algebra I is for math • Middle grade curricula must assume that all students will take college prep courses

  22. Most secondary schools are too big, too impersonal, and academically “lite” • Secondary working group from Abbott X made two high consensus recommendations • Abbott students need to be taught at the rigorous academic levels required by CCCS • Major changes in structure required so that no student falls between the cracks

  23. Smaller learning communities assume every student has an adult advocate/advisor who sticks with her/him • We seek a test of the principles of creating small communities out of large schools—much is already going on (HSTW, academies) • Four districts to work with experts and DOE for 18 months to put new ideas in place by September 2006 • The proposed standards/procedures would be adjusted based on the first phase results

  24. The “presumptive budget” is designed to provide adequate funding and early agreement • It builds on district’s 2003-04 budget, including DEOA • Add parity aid or 3.01% (regional COLA): whichever is higher is the presumptive budget • Presumptive budget carries no conditions

  25. DEOA is available for districts with special needs or if the presumptive budget is inadequate • DEOA assumes that customary and expected standards of financial, business, and instructional operation are in place • DEOA assumes that a district identifies how any inefficient spending categories will be reduced in 2005-06 • DEOA assumes that any instructional programs are based on a district curriculum that meets ordinary standards for precision, alignment and clarity

  26. It’s the last slide, thank God • Next December, all we seek is that every unclassified, non-ELL student is a strong reader of English • And that every Abbott school is focused on two or three instructional priorities so that the work of teachers and students improves

More Related