2017-18 Midyear Diagnostic Assessment Update Academic Subcommittee January 22, 2018 DETROIT PUBLIC SCHOOLS COMMUNITY DISTRICT 2017-18 Midyear Diagnostic Assessment Update Section 1 Assessment: i-Ready Grades: K-3 Subject: Reading 2 Average i-Ready Midyear Scale Score Gain (Overall) Average Actual Scale Score Gain at Midyear Assessment (Fall to Winter 2017) Minimum Scale Score Gain to be On-Track for Full Year’s Growth at Midyear Assessment Expected Scale Score Gain Range to Demonstrate Full Year’s Growth (Fall to Spring Assessment) 3 Average i-Ready Midyear Scale Score Gain (by Grade-Level) Average i-Ready Midyear Scale Scare Gains: Kindergarten DIE Average i-Ready Midyear Scale Scare Gains: First Grade 23.1pts. Average i-Ready Midyear Scale Scare Gains: Second Grade Average i-Ready Midyear Scale Scare Gains: Third Grade i 5 Av erage Gain DJ IF- 41.4 pts. NIEHDIS 35.5 pts. ELEM MIDSEH 35.5 pts. ADAD-ME.. 32.4 pts. DHAE LES WRIGHT AEAD HAEMS 25.5 pts. ANNAEEDETEAILMADNETS.. 25.5 pts. BENNETT BOW FASTEDE ELE DDIDN 25.5 pts. DATES ACADEMY 24.5 pts. ED ELEM ENTE ELEM S.. DAUISDN ELE MAEED RY ELE MIDDLESEH.. MAR CUE FULASHI MU NGE LEME SC I11. ME I MAS LEME EC GARDNER MANN ELE EATHEEINE ELAE ELL INST. SEHDLSE SDM FEES ELE FEIEST ELE IDHN HINS FERFIEIHM AETS.. ED LEMAN UNG ELEMSEH.. THDMASAEDISDNELEMENT.. CARVER FD REIGN LANGUAGE IMMEES. EAESTENS ELE EH MS LER ELEMSEH MAEH ENSIE ELEMENTARY EALFH ED NEHE ELE MENTAIL. ELA EH ELE EDDHE ELE EEMAHENDEESDN PAUL ED EESDN AEAD Du EFEE SEHDDL EMEESDN ELEM MIDDLESEH.. TH MAES HALL ELEM.. SD ED DEATIDN EE N.. SPAIN ELE HDTEHINS DN ELE EDETDN INTENNATIDNALSE.. m: DADLETDN ml NEE NDE ELEME SDHD.. I FISHEE w: I A HDLMES ELE ELEM MIDDLE S.. ACADEMY Dr THEAMEEIDAS AME LIA EAEHAET MIDDLESE.. ELE 15.5 115;. EEDLAH I: BREWER ELEM SDH. 11.5 115;. WAYNE 1?.5 1113. ND ELE ELE 1?.5 115;. MASDN ELE 1?.2 115;. DDHE EDNS FALMEEFAEH 15.5 115;. THIEHELL 15.2 1213. EDENS ELE 15.5 115;. ELE 1-5.5 115;. NDLAN SEH-FINE FEEFAETS 1-5.5 115;. EETHDNE 12.5 115;. ADAD EMT 50 I50 Average i-Ready Midyear Scale SeDre Gains By [All] SAMPSON-WEBBER ACAD-MEDIA ARTS ANNARBORTRAIL MAGNET SCH BOW ELEMENTA RT SC HO GOMFERS ELEMENTA RT SC HO LARK ELE MENTA RY SCHOOL DURFEE SCHOOL FISHER MAGNET SCHOOL ELEM MIDDLE SCH MASON ELEMENTA RY SCHOOL THIRKELL ELEMENTA RY SCHOOL BURNS ELEMENTARY SCHOOL LA?f'hr ELEMENTA RT SC HO BETH UNE ELEMENTA RT SC HO Average Diagnostic 51in Lu IF- a a ED 50 Average i-Ready Midyear Seale Seere Gains By Seheels [Partnership Seheels Only} Average Probability of Reaching “Proficient” by EOY* (Overall) DPSCD/EAA Combined Overall Grade 3 % Proficient Average on EOY M-STEP 2016-17 (9.6%) Average Grade 3 Student Probability of Reaching “Proficient” on EOY Assessment* based on Midyear Performance 7 Average Probability of Reaching "Pro?cient? by (by School) Average Probability ef reaching Proficient en SBAC by EDY (Winter 2017] By Seheel, Grade 3 I: '31 .1 OO Lira EIH amen gar! scam mm 9639's sauna 1mm: ElEld'tlJiEl %E"i '5 EHEI gag"; 131nm" nuns-manila Lies-.5 HEIMEIHEI mine-a Mfume: gaz'g '15 murmur-i313 ammua gez'g sad-run 5 le mun-i 1mm HDEHEIEIHEIH may HEI yearn 'Hjsaarma?a'ia mum ?uent-WM ear-m Emma gas-m MISSED aha-u 135m}: EDIHEI Warn. - ma EIHJHJIEI lid-Na gas-u HIDIH Hawaii-manslaug- %1'El E63311 ween]; Laue-r? Hansel q-iuL'EI. '5 an an Emma '11 EDIHIHL Wall?. "urn-v daad new aanwd ears: '5 unseat-m Earn 'Hjsaarma?a'ia airman germ 1-5 marina Lian-n amen Eint'? ?muum W1 amr mjsaarma?a'ia )lH r1: ?ems {lemma a WH [?rst 'saarma?maraad?ee 9453311 aarua?ma Heme %1'91 ?5 3.151.151 153 were q-ihz'gl '35 awwanma 3:111:43: mama-r HMDHEI yea 1-5 5111mm '3 I "?ea-mum I. IDHLEIEI q-qu'QI. 'rma LIEIHHEIEI HI-i?i $0691 "Hamming amaamm 95011.1 ?navuanma Hematite earn jlaamraludemaenr emu-re thirst ?anma germ Hesmm 9453951 Hermann-13 '1 94530112 '5 scam ?new? manual-ma men mam-Jr run-53 111w mjsaarma?a'ia amen: ?Hjsaarua?a'ia snare I anauw Ewart: 'aaeman'aLae-aaraw %9'52 15 gang's: AHVLHEIHEHEI aura: juemeneamumnm may Ema "um-Human 531mm- 9115!? aernmw'i HDIEIHDJ am malizhaarwm AHEIEI EEI at]: pug :qul ?iq 31535 at: quapumd Emit] gmii'qmqeqmd :Jiqseu?em 'Ea MASON v5. Diagnestic: Prebabiliqrefbeing Preficient en SEAC by the End ef the Year. Ch LhBOR TRAIL MAGNET SCH 30W ELEMENTARY SCH 00L GOMF ERS ELEMENTARY CH 0 0.. CLARH. ELEMENTARY CH 0 0L ELEMENTARY CH 0 0.. SCHO0L ELEM MID 0 LE SCH SCHO0L ERMA END ERSON CH 0 0L ELEMENTARY CH 0 0.. BER A CAD-MEDIA ARTS SCHO0L BU RNS ELEMENTARY SCH 00L LAW ELEMENTARY SCH 00L Average Probability of Reaching "Pro?cient? by (by Partnership School) Average Probability ef reaching Proficient en SBAC by EOY (Winter 2017]: By Scheel Grade 3 2017-18 Midyear Diagnostic Assessment Update Section 2 Assessment: MAP (NWEA) Grades: 4-8 Subject: Reading 10 Average MAP Midyear Scale Score Gain Reading (Overall) Average Observed Midyear Growth (Fall to Winter 2017) Difference between Average Projected and Average Observed Midyear Growth Performance on MAP Midyear assessment Average Projected Midyear Growth based on Fall MAP performance results 11 BEE-CharlesWrisht?chuul m_ 31'3-Way11e Elementary 5e? 3. 51 USE-EarletonElementaryS ?m 611'- DouglassAeaclemy for .. m_ 151'- Harms ElementarySeh..E_ 243-Maylzlury Elementary5.. 7.33[1.41} DEE-Bennett Elementary 5e? 5H1. 35} ms- 2:55- nuhertuclementem- ?IN-Emerson Elementary 5.. ?MEI-Green?eld Union Elem.. 5.53[1.53} 165-111. Holmes Elementar.. mm? E??-Fishermsnet Luweru I DEE-Dayison Elementary 5e? ESE-MarkTwain Elementa.. Ell-Law Elementary mm? UUE-AnnArlJorTrail Magn.. HE'S-Nichols Elementary ESE-Nann?lementarr?chuEm? I [1.51 I Ira, 12 SIS-DetroitlntAoacllor?fo" E'E?le?Mid IH-HutehinsonElementar.. ?55 REFINE Ro.. MI 361'- 1IITernor Elementary5e.. mm? I 341-AeademyolTheAmeri" SEE-SampsonAoaclemy I 351-ThirkellElementary5o..m 231'- Pasteur Elementary 5e? mm? I 135- Gompers ElementaryS..ml Thurgood Marshall Ele.. I U?E-Elippert?oaclemy mm? Eg?-Priest Elementary5eh.. I SEE-SehulzeElementarySo. I SIS-Garvey?oaclemy I er Elementary 5.. 4361-135] WEI-Dixon Elementary Sch.. I EH-Detroit Lions Alternati? 236- Marquette Elementary..? I363- Elarl: Elementary5eho..m ll} 430- Durfee Elementary Maolrenzie I332- BuneheElementarySe..? Elementary5.. ElementarySeh.. MEI-BrewerElementarySe.. II I 41'3-Nohle Elementary Sch.. Elementary School Rolzlesonl.II Malool.. I Pe.. II 152- Palmer ParlI: Prepator.. L141 215- -5]:Iain Elementary5eho..m ll 466- Ludington Magnet Mid.. 421- Fisher Magnet UpperA? I I 104-Edison Elementary 432-Earhart MiddleSehool 141-Bethune Elementary [JIM-Carver Elementary BrownAoadem..m I 153-Foreign Languagelm? I 46?-Honors5ohool at Ludi.. I 4U-t-HenclersonAoaclemy I USE-Burns Elementary I 423-Brenda5eott Elementa.. I BIN-Mason Elementary UPI-Dossin Elementary Ul-t-Bagley Elementary Sch? School Name NWEA MAP Reading ?bserved vs. Projected Growth [Fall to Winter 2017] Average MAP Midyear Observed vs. Projected Reading Growth Reading (by School) i r' i :3 L5 13 Ell-LawElementary 5.14 [0.35] DUE-AnnArhorTrail Magnet Middle 6.01 ?"591 SEE-Sampson?oademy 351-Thirltell ISE-Gompers Elementary School 4?69 [4122] HIE-Marquette Elementary School 3?92 [?135] U?S-EIarkElementary School 3?34 [-159] dBU-Durlee Elementary School [?135] 02? -Bow Elementary School 3?1? [-12 3] 421-Fi5her Magnet Upper Academy 2.92 [-135] 141-Bethune Elementary 2?45 [-1.60 dud-Henderson Academy a. USE-Burns Elementary ID Edl-Mason Elementary School School Name NWEA MAP Reading Observed vs. Projected Growth [Fall to Winter 201?] Average MAP Midyear Observed vs. Projected Reading Growth Reading (by Partnership School) Average MAP Midyear M-STEP Projections Reading (Overall) % Projected “Not Proficient” % Projected “Partially Proficient” % Projected “Proficient” % Projected “Advanced” 14 Average MAP Midyear M-STEP Projections Reading (by Grade-level) Projected E??ir M-STEP Perfermanee in Reading per Winter 2017 NWEA MAP Results 2500 :0 1500 15 Average MAP Midyear Projections of 17-18 M-STEP Performance Level Results Reading (by School) 16 Average MAP Midyear Projections of 17-18 M-STEP Performance Level Results Reading (by Partnership School) 17 2017-18 Midyear Diagnostic Assessment Update Section 3 Assessment: MAP (NWEA) Grades: 3-8 Subject: Mathematics 18 Average MAP Midyear Scale Score Gain Mathematics (Overall) Average Observed Midyear Growth (Fall to Winter 2017) Difference between Average Projected and Average Observed Midyear Growth Performance on MAP Midyear assessment Average Projected Midyear Growth based on Fall MAP performance results 19 II I. 'Ila: 20 DEE-Bennett Elementary5o.. 1.133 [3.141]: BEE-Fisher Magnet Lower .. 122.1 {-11.3111} DEB-Dayiaon Elementary 5o.. 5.555 [1.333] 165-111.HolmesElementar.. 553513.553} zaa-Ruhertuclementem- I 2?3-Niohol5 Elementary5e.. 5.141(3533} Education Ee.. 534403.153} 5-H. nn Arbor Trail Mag 5.341 {-3.333} 4sn-nurfeenementarysm.m USE-Earleton Elementary5.. I US?-Burton lnternational5.. SIS-DetroitlntAoacllorYo. 23 E-MarkTwain me nta.. 5.333 {-3.342} Ele.. 5.2.55 {-3.521} 14U-Greenlielcl Union Elem.. I ?IN-Emerson Elementary 5.. 4.545 {-1.233} 104-Ecliaon Elementary I Elementary 5.. I Elementary5oh.. er Elementary 5.. 4.415 {-3.313} DES-Elark Elementary5ol1oum I U?E-EIippertAoaclemy ESE-Marquette Elementary. Nil-Edward [Duke] Ellingt.. 4.331 {-1.523} USE-Earstena (El Remus Ro.. UQI-Doaain Elementary5ohnm USE-Bunohe Elementary5o.. I ISE-Gompera Elementary5..m 4H Noble Elementary 4.1.152. {-1.343} BrownAoaclemnm IRE-MackenzieElemll'Micch. Elementary School 4.32? {-1.311} UGO-Dixon Elementary5oh.. I SEE-Schulze Elementary 5o. {-2.333} men-1.55m) SIS-Garveonaclemy I I IES-Foreign Language lm.. 3.335 {-2.113} Ego-Priest Elementary5oh.. [JIM-Carver Elementary Sch. Malool.. Ell-Hunger Elemll'Mid I 423-Brenda5oott Elementa.. 3.43::r [-2.213] I 341-AoaclemyolTI1eAmerium I a. HinngadEz Fe. 33421-1355} I 15 Elementary 5o.. I 29?-Fula5 l-Ei Elementary 5o.. 3.322 {-2.513} 351-ThirkellElementary5o.. 3?3-Wayne Elementary 5o.. I Em-Neinaa Elementary5oh..m I 215-5pain Elementary5oho..m I IEE-Falmer Park Frepator.. I USE-Burns Elementary I I 4??-Luclington Magnet Mid- I RIM-Detroit LionsAlternati..m I 4U4-Hentler5onAoatlemy I 4??-Honor55ohool at Lucli.. I 139 141-BethuneElementary LIFEE School Name NWEA MAP Mathematics Dbserved vs. Projected Growth [Fall to Winter 2017] Average MAP Midyear Observed vs. Projected Reading Growth Mathematics (by School) Ell-LawElementary 241-Maaon Elementary Sch. - I 421-Fiaher Magnet Hyper?nm I Ul4-Bagley Elementary 5oh.. Average MAP Midyear Observed vs. Projected Reading Growth Mathematics (by Partnership School) 21 Average MAP Midyear M-STEP Projections Mathematics (Overall) % Projected “Not Proficient” % Projected “Partially Proficient” % Projected “Proficient” % Projected “Advanced” 22 Average MAP Midyear M-STEP Projections Mathematics (by Grade-level) Projected EUY M-STEP Performance in Mathematics per Winter 201'}' MAP Results 3500 3000 2500 2000 taunt 1500 1000 500 23 Average MAP Midyear Projections of 17-18 M-STEP Performance Level Results Mathematics (by School) 24 MAP Midyear Projections for Meeting/NotMeeting 17-18 M-STEP Mathematics Standards vs. Actual 16-17 Performance 25 Average MAP Midyear Projections of 17-18 M-STEP Performance Level Results Mathematics (by Partnership School) 26 MAP Midyear Projections for Meeting/NotMeeting 17-18 M-STEP Mathematics Standards vs. Actual 16-17 Performance 27 Summary and Next Steps • K-3rd grade literacy data suggests signs of improvement. New systems and way of work. • Overall 4-8 literacy, 3-8 math demonstrate what we would expect without changes to training, curriculum, and assessment/intervention tools. Overall expected performance flat. Next Steps • Continue to promote and train principals and APs on “Vision of Excellent Instruction” • Training for literacy and math standards for teachers and leaders • Expand individual school level training for K-3 iReady expansion and data analysis • Build out of master teacher recruitment, selection, and training. • Negotiate recognition of experience for teachers in and out of district to fully staff schools in Fall • Data chats with principals, teachers, students, and families on midyear data. 28 mbcaetinimzum Uteracv MEEHEHT CULTURE I: Bahama-stators,? hoodlum-um primal: I ElaSsrooms are cleanII neat, orderhr and inviting for students. I Students. follow behavioral expectations and directions consistentlv, receiving positive reinforcement and redirection as needed. I Students know what they should be doim and learning in the lesson. Tll'llE' is maximized bell to bell; students do not have idle time during the lesson. I Students eatecute transitions and procedures efficiently. I Students work hard to complete instructional tasks, volunteer responses andfor ask appropriate questions. I Students and their tea-d'ier share a positive relationship built on mutual respect. I Students unique cultural are identified and nurtured bv the teacher and one another to promote achievement and a sense of well-being about the student?s cultural place in the world. .. ?ii?Montr- 15 RIGDHHUS CONTENT Isms instants-moan nna I A majority- of the lesson is spent Istening to, reading, writing, or speaking about testis]. I The textts] are at or above the complexity level expected for the grade and time in the school vear. Consider texite ievel, leveis of meaning or purposer text start-tore, language, knowledge demands {life expieriei'icesr knowiedge, content knowledge], and sco??oiding provided by the teacher: I The textts] exhibit exoeptional cral't 31d thought provide useful information; where appropriate the texts are richlv illustrated. Consider whether the textfs} are part of coherentsequehce of readings, that represent a range oftext complexity: that enrich or build studen ts? understanding of the world. 23 "or 15 Morn-iv 1'5 martian: and tasks, bum oral and mrv?rhh omir?ot'lhot?ttsl? I Questions and tasks inteurate readine. writin'l. soeakine EPIC. listenine and standards to support students in building their understanding otthe testis} and topir: under consideration. I l IILuestions and tasks address the text bv attending to its particularsb'ucture, contents, Manse-rents, and details. 2b I Questions and tasks require students to use evidence from text to demonstrate understanding and to support their ideas about the text. These ideas are expressed through both written and oral responses. I lQuestions and tasks attend to the words, phrases, and sentences within the text. I Questions are sewer-ted to build knowledge bv guiding students to delve deeper into text and graphics "or 15 Soueirrur Morn-iv 1'5 ?Manner-king? I'nrirrila?niral one.de survlris lurid. not What It?ll} shady Matt? I The foundational skills being taught are aligned to the reading foundations standards for the grade. I Instruction and materials address foundational skills by attending to phonological awareness, oonoepts of print, letter recognition, phonetic patternsII word structure, andfor?uencv. Hot strands will' be addressed in each .lesson. Instruction 3: materials provide opportunities for all students to practice reading and writing newlv acquired foundational skills. Instruction and materials connect acquisition otloundational skills to making meaning from reading. Frequent monitoring of student progress ensur? students get practice with what they need to learn and not what they al readv know. Hui vs iguana ?my 2r. ?s'mammam? nightmares-r I Frequsnt monitoring of students" reading abilities drives oontent of intervention so that studentsget what thev need. not what they alread'vI know. I The oontent being taught addresses speci?c reading difficulties that hold students back from comprehending grade level DDITI pleat text such asdemdiig, word mom, vocabulary, ?uency. armpits: svntax, or cultural or tits-raw knowledge. Not all strands willhe addressed in each lesson. I Instnaction and materials accelerate growth such that students are on a trajectorI.I to read, write and speak about _srede4ereLtEstenibeaF5_wiIh Nor 1er humus Moonr- 15 2d ra; - Uterus - Amstudarls [or daemon? I The teacher creates the conditionsfor student conversations and plans tasks where students are enoou raged to talk about each other?s thinking. including whole grou p, oenter, circles, and discussions. Students display- persistence with challenging tasks, particularly- when providing textual evidence to support answers and responses, both orallI.I and in writing Students provide textual evidenoe to support their ideas and display- precision in their oral and written responses. Students have opportunities for productive and persevere in reasoning and problem solving in the lane of initial 3 difficulty. Students respond to and build on one another?s drinking th roughout the lesson to deepen their understanding of the content. Students can artiurlate their sucoesses and needs as thev work toward learning outcome. 1r'iihen appropriate, students demonstrate progess toward independence in reading and writing. I Students demonstrate useolr language oonventions and decoding skills, activating such strategies as needed to read, write, and speak with giade level fluency and skill. Hor1'er I Sol-ems? Mos-r" 1'5 Du aI slur-Innis I Questions, taks or ass?sments yield this that allow the teacher toassess students' progress toward learning outoomes aligned to grade level standards, and item speci?cations {as relevant}, and allow for lesson adjustme no. 4 I Students demonstrate how well they understand lesson content and their progress toward learning outoomes through their work anddl'or responses. I Student responses, work and interactions demonstratethat student are on track to ad1ieve stated or implied learning outoomes. Hor1'er Ear-ennui Mos-m 1'5 DETROIT PUBLIC SCHOOLS COMMUNITY DISTRICT Activities for Black History Month • Districtwide Essay Contest “What the Civil Rights Movement Means to Me”. High school essays will be submitted to NAACP. K-8 will be reviewed at the district level. • Districtwide oratory contest. Winners will be recognized at upcoming Board Meeting. • Expanded visits to Charles Wright Museum. • Blac Magazine to be shared with schools to promote essay contest through background information. • Activities at schools will be logged and highlighted • Initiating task force to develop K-5 lessons on Detroit history for next year’s curriculum 30