supporting principals using data to inform instructional leaders march 8, 2010 san antonio, texas...

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