september 27, 2012 cso meeting. 1 todays objectives introduce new ddoe and district leadership share...

September 27, 2012

CSO Meeting

2

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

3

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

4

DOE Leadership Team – Some New Names and Faces

David BlowmanDeputy Secretary

Susan HaberstrohActing Associate Secretary,

College & Workforce Readiness Branch

Christopher RuszkowskiChief Officer, Teacher & Leader

Effectiveness Unit

Keith SandersChief Officer

School Turnaround Unit

John HindmanLegal Counsel

Mark MurphySecretary of Education

Karen Field RogersAssociate Secretary & Chief Financial Officer, Financial

Reform & Resource Management Branch

Sara KerrChief Performance Officer

Delivery Unit

Alison KepnerPublic Information Officer

Mary CookeHuman Resources Officer

Ryan FennertySpecial Projects

Mary Kate McLaughlinChief of Staff

MaryAnn MieczkowskiActing Associate Secretary, Teaching & Learning Branch

Shelley RouserSpecial Assistant to the Secretary of Education

John CarwellCharter School Office

Paul HarrellPublic / Private Partnerships

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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

6

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 [email protected]

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 [email protected]

mailto:[email protected]

mailto:[email protected]

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Agenda




10:30-10:45 Break





The Smarter BalancedAssessment System: An

OverviewJoe 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; more than 40 states have adopted

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

Source: www.corestandards.org9

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) 10

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

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The Smarter BalancedAssessment System

A Balanced Assessment System

Common Core State Standards specify

K-12 expectatio

ns 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

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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

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✔

Interim Assessments to Signal Improvement

• Non-Secure• Timing and frequency are locally

determined• Interim test-builder creates aligned

assessments

Flexible and Open

• Teachers 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

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✔

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 questionsGreater security

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

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✔

✔

• 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

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✔

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 andPerformance

Tasks

Computer Adaptive

Assessment andPerformance

TasksScope, 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

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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)

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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

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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

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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

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Technology Guidelinesfor New Purchases

Minimum for NewHardware

Processor Speed RAM

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

Windows 7 Mac 10.7 Linux (Ubuntu 11.10; Fedora 16)

Chrome Apple iOS Android 4.0

(v1.0 Apr. 2012)

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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 Performan

ce Standards

Pilot of 10,000

Items/Tasks

Item/Task Writing Begins


All-Call for Field Testing

State Educator

Teams Begin


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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

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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

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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

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Accessibility and Accommodations

• Sample 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)

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Visit us at: SmarterBalanced.org

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Agenda




10:30-10:45 Break





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Agenda




10:30-10:45 Break





Delaware:SAT School Day Results

September 27, 2012

Delaware / College Board Partnership

• (PSAT) State pays for all 10th graders to take the PSAT.

• (PSAT) Most districts pay for all 11th graders to take the PSAT and some pay for all 9th 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

37

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 √ √

38

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.

39

Increased Participation & New Baseline¹

1. Participation totals for SAT Seniors and SAT School Day juniors are provided strictly for informational purposes; data should not 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 March 2010.3. Senior cohort includes Delaware public school seniors who took the SAT at any time during their high school years through June 2011.4. SAT School Day Juniors results based on June 2011 student data file; results may vary slightly from the SAT School Day Report. Senior 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 Report.

Juniors Seniors

Class of 2010²

Number of Test Takers 4,728

Mean Critical Reading 478

Mean Mathematics 481

Mean Writing 463

Class of 2011³




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 2013⁵




Mean Writing 418

Academic Year 2009-10



SAT School Day

40

College and Career Readiness Benchmark—SAT School Day 2012

Asian

283

Black

2,130

Hispanic/Latino

763

Native American

45

White

4,049

Other/No response

608

50%

5% 6% 9%

27%10%

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 can 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

41

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

42

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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

44

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

45

SAT School Day District Overview

112 Test Takers

124 Test Takers

415 Test Takers

46

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.

PSAT/NMSQT - Sophomores

PSAT/NMSQT - Juniors SAT - Juniors0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

16.3%20.9%

22.0%

15.7%

21.1%

18.0%

Percent Meeting the College Readiness Benchmarks

DistrictState

Delaware School DistrictClass 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%

47

Critical Reading

Skill Areas With Lowest Performance:

Skill Percent Correct

Suggestion from SAT Skills Insight

Understanding Literary ElementsUnderstand literary elements such as plot, setting and characterization.

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When reading a novel, short story or play, try to identify the different ways authors create character. What is revealed about a character through his or her dialogue and interactions with other characters?

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

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• When reading a longer text, notice how the author develops an idea. 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 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

100

300

500

700

436388

442 425425 407 421 418

Year Over Year Mean Scores

48

Mathematics

Skill Areas With Lowest Performance:Skill Percent

CorrectSuggestion from SAT Skills Insight

Algebra and Functions Solve problems using algebraic expressions and symbols to represent relationships, patterns, 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 the properties of shapes, such as triangles and 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


2011 Mathematics Mean Score 449 512 430 488

2012 Mathematics Mean Score 435 555 505 525

100

300

500

700

449512

430488

435

555505 525


Writing

Skill Areas With Lowest Performance:Skill Percen

t Correct

Suggestion from SAT Skills Insight

Managing Grammatical Structures Used to Modify or CompareUnderstand correct use of adjectives or adverbs, comparative structures (such as neither and nor), and phrases used to modify or compare.

45

• When reading, choose a paragraph and identify the adjectives and adverbs in the sentences and the words they modify. When writing, check to see that 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 as” or “more fit than”). When writing, check to see that appropriate structures are used to compare things and ideas.

Recognizing Correctly Formed SentencesRecognize correct sentence structure.

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In your reading, pay attention to the parts of speech and how they agree in well-formed sentences; notice modifying words and phrases and how they function when used correctly; and note the relationships between phrases and clauses in well-formed sentences. In your own writing, make sure that subjects agree in number with their associated verbs and that main verbs are used to construct complete sentences; that pronouns agree in number, gender and person with their logical antecedents; and that verb forms are used consistently and logically.


2011 Writing Mean Score 427 412 501 457

2012 Writing Mean Score 419 501 488 465

100

300

500

700

427 412501 457419

501 488 465


• 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

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• 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

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Agenda




10:30-10:45 Break





54 54

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

55

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

Alison Procopio, Education Manager

[email protected]

College Board in Your District

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57

Agenda




10:30-10:45 Break





58

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!

september 27, 2012 cso meeting. 1 todays objectives introduce new ddoe and district leadership share...

Documents

consortium slide

feedback ddoe

cso meeting slide

coming year slide

school day data

new ddoe

ddoe staff

consortium states