supporting principals using data to inform instructional leaders march 8, 2010 san antonio, texas...
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Supporting PrincipalsUsing Data to Inform Instructional Leaders
March 8, 2010San Antonio, Texas
Center to Close the Achievement Gap
By the year 2025, California will be one million bachelors degrees short
of meeting our workforce needs.
Academic Performance Index
Multiple Pathways to Success
Textbook Adoption
Narrowing of the Curriculum
“These kids don’t all start at the same point.”
“It is developmentally inappropriate to have those expectations for these kids.”
Quality Education Investment Act
Immediate Intervention in Underperforming Schools
District Assistance and Intervention Team
School Assistance and Intervention Team
Adequate Yearly Progress
High Priority Schools Grant Program
High School Exit Exam
Norm Referenced
Teach to the Test
Career and Technical Education
Year 5 Program Improvement
Turnaround Failing Schools
Project Based Learning
Multiple Measures
Status Bar
Growth ModelAlternative Assessments
Portfolio AssessmentsFailing Schools
Firing TeachersBudget CutsToo Much Testing
Growth Targets
Declining Enrollment
Closing Schools
A through G
Reconstituting Schools
Title I
American Recovery and Reinvestment Act
Drop Outs
Categorical Reform
Inquiry-drive Learning
Student Data SystemWhole-system ReformLaw Suits
Merit PayNational Content Standards
StateTakeover
FICMAT
State ReceivershipPovertyHopelessness
Breaking Throughthe Clutter
Center to Close the Achievement Gap
Partnerships Best PracticesTeachers and Administrators
Partnerships
Opportunity Opportunity GapGap
The Starting Point is Data
Comparing Look-a-Like Schools
Benchmarking Proficiency
Top Ten Look-a-Like Schools
Proficiency Bands Over Time
“Same Students” Over Time
“Starting Point” Over Time
Outperforming Expectations
Middle College HighSanta Ana Unified
Animo Jackie Robinson
These schools are within 30 miles of each other
Beating/Lagging Over Time
View Park Preparatory Accelerated Charter MiddleLos Angeles Unified
Content Strands
Subgroup Performance
AYP Min. Proficiency AYP Min. Proficiency
Why Does this Data Matter?
College Readiness Must Lead to College Success
College Readiness -- EAP
0%
20%
40%
60%
80%
100%
5th 6th 7th 8th 9th 10th 11th
Far Below Basic
Below Basic
Basic
Proficient
Advanced
Language Arts CST Proficiency for EAP College Ready Students
EAP Performance
EAP Ready for College African American
0
2
4
6
8
10
12
14
16
18
Percent Ready for College
African American
State Average
EAP Proficiency African American
Combined Math Language Arts
African American Ready for College PercentTotal AA 11th Graders 37,772Combined Math* 9,039 324 4%Language Arts 26,629 2,091 8%
* Two thirds of African American juniors were not enrolled in Alg II or higher to be eligible take the Math EAP in 2008.
Let’s Look at Your Data
Focus School PlanOn Explicit
Improvement of Performance on
Academic Objectives
Assure Teaching Content is based
on Specified Academic Objectives
Define and UnpackSpecific Academic
Objectives by Grade and Subject
Best Practice Framework
Per
form
ance
Lev
el
Low
High
Middle
“Haven’t we already done this?”
“We use the state standards. They are clear. We trust our teachers enough not to have to
spell them out any more specifically.”
“There is ALWAYS work to be done to further understand and interpret the standards—especially in terms of the rigor and student
work expectations for each standard.”
Best Practice Framework
121110987654321K
Grade Level
Teacher Impact
100% 50% 33.6% 25% 20% 16.6% 14.3% 12.5% 11% 10% 9% 8% 7.7%
Teacher Accountability
7.7% 15.4% 23.1% 30.8% 38.5% 46.2% 53.9% 61.6% 69.3% 77% 84.7% 92.4% 100%
46.2% 23.1% 30.7%
School Impact
100%
District Impact
Best Practice Framework
Select, Develop, and Allocate Staff based on Student Learning
Provide Strong Instructional Leaders,
Highly Qualified Teachers, and Aligned
Professional Development
Collaborate in Grade/Subject Level Teams focused on
Student Work
Best Practice Framework
Rich and Deep Staff Selection Systems
Specific programs to develop quality teacher and principal candidates
Heavy emphasis on internal development of future leaders
Extensive partnerships with colleges and universities to encourage students to pursue teaching careers
Identification of staff who are “right” for school
Best Practice Framework
Rich and Deep Induction and Support Systems
Extended and progressive induction programs designed for 1st, 2nd, and 3rd year administrators and teachers
Curriculum and instruction-focused mentoring and support
Mentor teachers/principals chosen based on proven effectiveness in terms of student performance
Layered/scaffolded mentoring and support, i.e., mentor teachers, content-area specialists, instructional specialists, assessment specialists, etc.
Best Practice Framework
Aligned Professional Development
Data-driven
Content-and process-oriented
Job-embedded/Individualized
Classroom-based/Collaborative
Continuous and ongoing
Heavily aligned to standards and to chosen instructional resources
Best Practice Framework
Assure the Use of Scientifically
Based, Evidence-Based Programs,
Practices, and Arrangements in every Classroom
Provide Scientifically Based, Evidence-
Based Instructional Programs
Use Scientifically Based, Evidence-Based Programs,
Practices, and Arrangements
Best Practice Framework
Mixture of Prescription and AutonomyTight and Loose Governance
Instructional Time
Grouping Models
Instructional Planning Time/Collaboration
Basic Instructional Programs
Instructional Strategies
Use of Data for Decision-Making
Specific and Measurable Improvement Goals
Best Practice Framework
Monitor Teacher Performance and Student Learning
Develop Student Assessment and Data Monitoring Systems:
Monitor Student Performance
Monitor Student Learning
Best Practice Framework
Strong Instructional
LeadersHighly-Qualified
Teachers
AlignedProfessional Development
Evidence-BasedTools and Resources
…and then assuring that we have provided the necessary staff, tools, and resources for them to learn it, we must ask:
After determining WHAT it is that all children areexpected to learn by grade and subject,
“How will we know if they have learned it?”
Best Practice Framework
State: Assessment
District: Benchmark
Assessments
School: Unit Tests
Teacher: Daily Monitoring
State: Assessment
Teacher: Daily Monitoring
Best Practice Framework
Recognize, Intervene, or Adjust Based on Teacher
and Student Performance
Recognize, Intervene, or Adjust
Based on School Performance
Recognize, Intervene, or Adjust Based on Student
Performance
Best Practice Framework
Strong Instructional
Leaders
Highly-QualifiedTeachers
AlignedProfessional Development
Evidence-BasedTools and Resources
“What are we going to do if a student does not learn what we said he or she would learn
in any particular grade or subject?”
The most important question of all…
Best Practice Framework
Time to Learn
Resources and Support to Learn
If learning the stated objectives is NOT going to vary among students, then what must vary?
The Intervention
Best Practice Framework
Questions
Teachers and Administrators
An effective teacher is the most important factor in raising student achievement.
The California State University prepares two-thirds of California’s teachers and nearly 15 percent of the nation’s teachers.
Teachers and Administrators
Closing the achievement gap would add $2.4 trillion to U.S. GDP.
Supporting PrincipalsUsing Data to Inform Instructional Leaders
March 8, 2010San Antonio, Texas
Center to Close the Achievement Gap