ccsd nevada academic content standards (nvacs) for ......p_ !1 clpate .n 20 nours cfo,ngoting...
TRANSCRIPT
Carson City School District Great Teaching and Leading Fund Final Annual Report FY19
Pursuant to NRS 391A.510, an entity that receives a grant of money from the GTL Fund shall provide a report within 120 days after the conclusion of the grant to the Superintendent of Public Instruction in the form prescribed by the Superintendent that includes, without limitation, a description of:
a) The programs for which the grant of money was used. b) The effectiveness of the grant of money in:
1) Improving the achievement of pupils; 2) Assisting teachers, administrators and other licensed educational personnel; and 3) Improving the recruitment, selection and retention of effective teachers and principals
Summary
a. Program Name & Overall Goals/Objectives of Program
Name: CCSD Nevada Academic Content Standards (NVACS) For Science Elementary Project: Phase 3—Implementation (continued from 2017/18)
Phase 4: Refinement (2018/19)
Overall goals/objectives for Phases 3 & 4 of the project:
• 100% of the District’s 170 K-5 teachers will complete at least 30 hours of intensive science professional development on the use of the curriculum maps, learning targets, learning guides, Measureable Instructional Units (MIUs), common unit assessments and curriculum materials.
• By June of 2019, at least 90% of the District’s K-5 teachers will demonstrate their knowledge of the NVACs for science and their ability to implement these standards in their classrooms, as measured by pre/post implementation surveys and focus group data.
• At least 3,000 students will take common unit assessments to measure their mastery of the NVACS for science.
• Science assessment data will be tracked over the two-year period of this project via MasteryConnect, and data will be available at the classroom, site, and district level in realtime.
• By June 30, 2019, data will show that at least 70% of K-5 students assessed will have mastered the NVACS for science.
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·1 6, STIEMI coaches WIii pa mOiFUJft.!I iIn at IIH,t 180 hO'lll[liS, ,of on,g;Oin,gI tr11niIr-.g reiAt ~d to coich n,g ·teadle·~ and f,~ __ dlng tile• ffl/ACS torsc ence, -imp t. m nt1tio111.
2 30 K .. s teacherrs represendng ~II sij11 ele:menrt_ry ·schools will p_ !1 clpate .n 20 nours cfo,ngoting PR>•fiessia al d velopment relat dto,th,e ~i . ·nt 01 ·t1H sc H c.@ cu m[cu lu m j'n s-fililllctfm1 n.ail units, and! asHnments.
a .• 10.0% or' ·11110 IK~5 1 • ch. rs c~o 11nc1ue1 co· · , ESL, a·nd :spec1am Edu,catlon) 11 comp• et,e a.t least .30 hours of p,rofess:ionial d1avelo;pm1Hi1rt on ~ , urse of th1e so en.ce· cu nt c.u lu mI maps, te m l1i1,0 targets learn ng g1u d. •S-, · ·.easurea.ble 1Instruc.:uona'II un . s. (MIUs) co,mmo.n u nIli't ass. . · ss 1 · ·· nts aI11ul b oaftd - pprov d c,umc,ull uIm ma.teliials.
4 100" o Ule• K~ (11 01) • 1eme nu. 11· teach · ll'S 11 m;pi · ment. me• NrVACS tor soten.c1, in their Cil1.1ssrooms. via eu mcu lu mi maps, 11ammng t3fll ets, ite- · min g1 guide,$, Ml U:s , ,comrnon unit ~:S!l!fHlinents, ~nd lbo:all'd ~pp roved cu mcu lu m mater'Lls.
5.. By J !!llile· o1 201:8, at eas,t &0% of IK-5, ~chers wlll ,d,,monsnte l lilelr k1now1eaig , ,o,f th,e NVAC s fO•r· :scienc , n.dl th Ir ab,mty to 1mp1 m nt tlil es standa.rd·s in1 ifhej li'classrooms as, mH.SUl'l!'-d b·y 1p·irel p0,st survey . 65 38% of te hers completed · e pre/ ost survey ,o·r lhose res · nCli , 8% r po eel 1mpmv t tine r o e<lg im,ple lillation abi ity; 23 alreacry rated themselves a: a 17 · level a lhe beg mm ng of the ye , idl re maimed the same at me enel ol lfle- year; 71 % soorecJ themselves at a . gh r e of now1e1:1 e
Cl i preme tar al tne end 011n.e year. only 7° ate l emsetves al a mo · lmow1ed e anel imptemen· ti n leve'I · the end oUhe year.
6. By J l!lil!lil ,Of 2011119, at t3St 90% Of IK-15, te3:Cl'l,lrs Will rd 1tmonsUata •· liUtlr nowledge, ,~f the NVAC S to·r· s~ience, _ n,dl their··_ b,ility to imp.lemenit th.ese,
sta111e1an:1:s. n , elr·e1ass.rooms. as m a.sured by IP pocSt surveys. More tna 140 {82 t hers. ernonslrat Cl lheir mo · led or l e VACS ro. science arnd lheir abi ity to impl en lhe starnoards m th r dassrnom thlro1LJgh the colt, ct n or stu~ nt ~ata on f ormatlv s mmatl science ses en s. 1 OS (641 ) o teac.hers rep eel · · c.reased nowleo' e or the NVACS for sc ce aserJ on ,urvey 'iala
7 . utmzmng a klic111s. ,g1,oup1f'Ormat· ait 1eastS0% 0,f , 1 m n. '. rv admlnis:tr.ators arnd STE C0,::11chH, wil 11 l'il!'port th at ·the :sci@nce1 in1:!r.tru ctian olbs'M'V@d Iun K-:5 C:'f'.assrooms. s a'f g n,edl . h 'tlil e NVA1CS. 100 or ST BM co h s an aCI ·n1st a·ors repone tin sci no nslfll -Ion observed · K-5 dassroo s was aligl'iled lhe NIVACS. They also reporte 111at mey believe lllat ti - mptern auon . I le · to mprovetJ s ucJe crneve - ent in Scienoe over lime_
8.. Utlllz~n1 ,ii toc:1:s. ,gr:ou p1 format-M IHst '90% of ,elefflt'l'!I r; 1dmln ittrators arnd SliB . 001 ches · · ~ II report tlil at ·the science i1111stru ctlon oibs.«ved 11 n K· ·15
T1me111·11 By Jun:I 30, 2.018 Completed By J1..me, .2019 com . eted By June 30, :2018 comp teci By Jumie :2019 Complete~ By Jun ao, 2018 Competed
• 81'18 - 1 '19 Compleled By June ·: 0, 1018 compl 'tee!, a ough ornty 38% of teachers respo Cl Cl to su ey. e wi .norease tlr!ks percent e to at leasi 9 ° for .20 19. By Jurne· .. 20 9 Competed
By JUrt · &O, 2018 Competed
By Jufille• 30, :20 9 comp teci --
b. Abstract and Results Overview
CCSD met most of the objectives for our 2017/18 GTLF grant. The table below demonstrates the progress we have made:
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B Jun 30, 20151 Campi
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NVACS F.or. Science, Math & Stem: Elementary Implementation Project Phase 3 and 4 ,Qbj,ectives
12 .. . A communication 1plan f •OII" District impl1ernentation of the• NV.ACS f.or sciiem:e and math will be impl1etnented so that au stal!<ehol!ders are informed. The D'5trict communication plan was implemented in the fall of 2017 so that all stakeholders were informed abou his project.
• By 111/17 Complet d • Updated 11118 Completed
c. Next Steps
Over the last biennium, utilizing Great Teaching and Leading Grants, the Carson City School District (CCSD) implemented the first two phases of this project: 1) A cadre of STEM Coaches (teacher leaders) were identified and trained; 2) A system for curriculum, instruction and benchmark assessments was developed for the K-5 Nevada Academic Content Standards for Science based on the Learner Centered Model; and 3) A team of K-5 elementary teachers representing all of our six elementary schools piloted these materials and provided feedback.
For the current biennium, the Carson City School District was able to secure another two-year GTLF grant to complete the third and fourth phases of this project: 1) Full Implementation (2017/18); and 2) Refinement (2018/19). During the final phase of the project, curriculum and assessments were refined and fully implemented across all elementary schools and grades. Data was and will continue to be collected annually to verify student mastery of the standards.
Grant Funded Activities (Complete items a. – g. for EACH activity.)
a. Name of Activity and Overview
The Carson City School District had one activity funded under this grant: The CCSD Nevada Academic Content Standards (NVACS) For Science Elementary Project:Phase 3—Implementation (2017/18) and Phase 4—Refinement (2018/19)
During the 2017-18 school year, the Carson City School District (CCSD) worked on full implementation of the NVACS for science in K-5 classrooms and the integration of these standards with reading/language arts, math and technology. During 2018/19, the District refined the curriculum and common assessments while also providing instructional support for K-5 teachers.
b. Participant Information (who, roles, how many, demographics, etc.)
The District established two cohort teams to lead this work. These teams received specialized training on psychometrics and the design and administration of valid, reliable, and fair assessments. During Phase 3, these leaders supported the remaining K-5 teachers in their implementation of this project:
• Cohort 1/Phase 1: The 59 teachers in Cohort 1 that were trained during 2015/16 acted as the final field test and implementation team during the fall of 2016. They utilized the instructional units and curriculum materials developed in Phase 1, keeping reflection logs as they progressed through this work. STEM Coaches who were part of the Leadership Team in Phase 1, led the ongoing professional development provided to these teachers.
• Cohort 2/Phase 2: A second cohort of 70 teachers began their professional development in the spring of 2017. By June 30, 2017, they completed 30 hours of professional development on the use of the science curriculum maps, learning targets, learning guides, measureable instructional units, common unit assessments and science materials. In
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ccs:o !Nevada Academic Cont,ent Standards (NVACS) For Science Timeline: Phases 3 &. 4
Pr,ofe·ss.io:na/l lDevelopment
Mandatory Science Cmnriculum & Assessment Boot Camp • Required for all K-5
teachers • 100 participants • 30 hours over 6 evenings
or 20 hours over 3 days dmiing school time
• Stipend or recertification cr,edit for evening courses
Monthly Scienc,e Content Traini'ng • Menu of courses available
to teachen • .After schoot/weekends • Guest instructors • Stipends or credit oHered
Specific Date ,or . ' .
• 1 Summer Session 20 7
• 2 Fall Sessions • 2017
• 2 Spring Sessions • 2018
Science Make & Take EveryThursdary • Staffed by STEM Coaches 3:30 to 6:30 • Teac:he:rs come t,o get
help creating individual lesson p1lans and materials
• Recertification credit offered
2017/201:8
1X/Month September June Dates TBD Topics inotude: !Physical Science Life Science IEnginee:ring
Quarterly
Rq,e ted 2 :u,19
Repeats for new teache s:
umm r, Fall
pring
X
X
Q
total, over 70% (127) of our K-5 core, special education and ESL teachers were trained and ready to implement the NVACS for science.
• Full Implementation & Refinement/Phases 3 & 4: During Phases 3 and 4, this project was fully implemented. All 170 elementary teachers participated in ongoing professional development related to the NVACS for Science and the use of all curriculum and assessment materials. These materials were utilized by all teachers and the common unit assessments were administered in grades K-5 and tracked in MasteryConnect. Coaching was also provided to teachers so that they could refine their instruction and improve outcomes for students.
c. Professional Development
In order to fully implement the NVACS for Science at all 6 of our elementary schools, CCSD provided professional development for teachers at both the site and district level. The following table provides details on this training:
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17,_ ba Jun 111:1 ---
S i111-~sed HVA.tS.Sc:iem::o P ror11ssioo11I De\lralopment - -- --- --- - --- - - ---
il:e&sed Ob .
..
" Conchr rag m r,i ,occur 'fta , _ool
Ii
e:
b:,i sahod
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CCSD Nevada Academic Content Standards (NVACS) Fo:r Science limeline: Phases. 3 & 4
• Lesson studies • K-5 Data reviews
Science Sctaoo.l Support Team (SSTI Meetings • STEMiCoaclh ELA
Speciar sts. school admini stratolJ"S
• Updateson im1plemenmtion
• Updates on Classroom Walkthroughs
• NEPF AHgnment
Specific monthly dates ary by sd'loot
S,e pte mbe:r -June
December • January arch • Apri l -May
X
n
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d. Effectiveness Measure for Each Area, Including Rationale for Chosen Measure
Systems Approach: In order to build a system for curriculum, instruction and assessment for science, a District Leadership Team was established. Together, this team developed curriculum maps, learning targets, Learning Guides, Measurable Instructional Units (MIUs) and common unit assessments for the NVACS for Science.
• Teacher Implementation Pre/Post Survey: Each cohort of teachers completed surveys to measure their knowledge of the NVACS for science and their ability to integrate ELA, Math, Engineering and Technology through real-world application into science instruction. Baseline data indicated growth from the pre- to the post-test in their knowledge of the NVACS for science. In addition, there was an increase in their ability to integrate science into other subjects. Data from the 2017-18 survey indicated that teachers improved their knowledge, with 71% of those responding rating themselves at a high level of knowledge and implementation at the end of the school year. For 2018-19, that percentage dropped slightly. However, student achievement data showed that 82% of students mastered the content.
• NVACS-Science Implementation: Since we have a small leadership team (12 administrators and 6 coaches) at the elementary level, we conducted focus groups with them to measure the quality of the science instruction during each year of the project. Each fall, administrators and STEM Coaches were asked to observe teachers as they taught science throughout the year, comparing their implementation of the NVACS for science. They collected anecdotal data in a scripting format similar to T4S. In June, formal focus groups were held, led by the project’s lead administrator, Dr. Medina. Each year, the group reported that science instruction had improved across their schools. They also reported that teachers appeared to be more confident in their ability to deliver science instruction and were well trained in the use of the materials and assessments provided to them. Student achievement data reinforces these observations for most grade levels.
• Student Achievement was measured with common unit assessments for grades K-5. All assessments for grades K-5 were created during 2015/16 (Phase 1), and the 59 teachers that took part in the summer boot camp that year field tested the assessments during the 2016/17 school year (Phase 2). Full implementation of the assessments took place in 2017/18 and 2018/19. Student data from these assessments was tracked via MasteryConnect and analyzed to determine mastery of the NVACS. Data on mastery for
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each grade and standard is summarized in the table on page 3 of this report, and the detailed reports are contained in the appendix to this document.
e. Implications for Future Implementation
Now that all 170 K-5 teachers completed intensive science professional development, they are demonstrating their knowledge of the NVACS for science and their ability to implement these standards in their classrooms. They will continue to receive ongoing coaching from STEM coordinators and science curriculum coordinators. They will also continue to administer common unit assessments to at least 3,000 students each year. Data from these unit assessments will be tracked, and mastery of the NVACS for Science will be measured annually by grade level.
f. Optional – Supporting Materials (agendas, training documents, assessment results, etc.)
N/A
Budget Summary
a. Narrative Overview of Use of GTL Funds Awarded
The Carson City School District received an FY19 GTLF grant award of $405,522.94 and carryover funds from FY18 of $3,738.65; for total of $409,261.59. The majority of GTLF funding was used to cover the salaries and benefits of staff involved in this project. Some funds were used to pay teachers for participation in the project outside of contracted hours. License fees for software that supports the project’s assessment system was also covered via this grant.
b. Brief Description of Expenditure Categories and Description
• Science Technology Engineering and Math (STEM) Coaches: The District identified 6
teacher leaders that participated in all phases of this project and have the content knowledge and leadership ability to ensure that this project is implemented with fidelity at each school. Because of the integration of science with technology, engineering and math, they are called STEM Coaches. The District leveraged other grant funds to cover a portion of the salaries of the 6 elementary STEM Coaches. GTLF funds covered the remaining portions of these salaries so that every school had a STEM Coach. The role of the STEM Coach was to provide daily support for science curriculum, instruction and assessment for teachers at each school site. This includes daily observations of teachers, modeling of lessons, coaching, and emphasizing integration across all content areas, including technology. They also led monthly PLCs for their schools and quarterly grade-level PLCs for the District.
• Extra Duty Pay was also provided to teachers and coaches who attended monthly site-level PLCs and quarterly grade-level PLCs that were held outside of contract time. Extra duty pay was also provided to coaches to work on STEM curriculum and assessments.
• A small amount of funds under general supplies paid for paper and copying of instructional materials.
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• Software: The license fee for MasteryConnect was also paid for via this grant. This software is the vehicle that allows our elementary schools to establish an aligned curriculum and a uniform assessment method throughout all classrooms and grade levels. Progress is measured by: 1) Common unit assessments, including performance tasks, mapped to learning targets for each MIU; and 2) Formative assessments mapped to learning targets to measure progress for each lesson and daily instruction. Teachers and administrators can monitor student development and mastery of learning targets, curriculum standards and overall performance. Most of our elementary students have their own laptops, so teachers can utilize this platform to provide them with instant feedback on their progress towards mastering of learning targets, as the data funnels into MasteryConnect in real time. The results provide teachers with a window into the overall skill level of each student; across all classrooms, grade levels, and content areas.
c. Awarded Funds vs. Unexpended Funds, Including Narrative of All Unexpended Funds
The District had an unspent balance of $176.47 due to fluctuations in teacher salaries and benefits. The table on the next page provides details on all grant expenditures for 2018/19
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Teachers and Leaders Fund - FY19
DESCRIPTION
Salaries for STEM Coaches: 50% of the salary of 4 FTE STEM Coaches. 70% of 1 FTE STEM Coach & 100% of FTE STEM $248 450.00 $248 352.11 coaches Benefits for STEM Coaches: 50% of the salary of 4 FTE STEM Coaches, 70% o 1 FTE STEM Coach & 100% of 1 FTE STEM $108,536.18 $1 ,08 457.60 Coaches
Extra Duty Pay - Coaches - Extra hours tor coaches to do curriculum and assessmen work, make and take supeivision, and $2,600.64 $2 600.64 provide coaching after contract hours.
Benefits $54 .. 61 $54.61
TOTAL FUN OS (Includes FY18 carryover) $409 261.59
FY19 BALANCE
$97 .. 89
$78.58
$0.00
$0.00
176.47
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