Supporting Principals Using Data to Inform Instructional Leaders March 8, 2010 San Antonio, Texas

1. Center to Close the Achievement Gap Supporting Principals Using Data to Inform Instructional Leaders March 8, 2010 San Antonio, Texas

2. By the year 2025, California will be one million bachelors degrees short of meeting our workforce needs.

3. High Priority Schools Grant Program Turnaround Failing Schools Student Data System American Recovery and Reinvestment Act State Takeover FICMAT Firing Teachers Multiple Measures District Assistance and Intervention Team Law Suits Growth Model Adequate Yearly Progress Whole-system Reform National Content Standards Norm Referenced Categorical Reform Closing Schools Alternative Assessments Textbook Adoption Year 5 Program Improvement Poverty State Receivership Reconstituting Schools Academic Performance Index Growth Targets Failing Schools Quality Education Investment Act Project Based Learning Merit Pay “These kids don’t all start at the same point.” Budget Cuts School Assistance and Intervention Team Teach to the Test A through G Title I Multiple Pathways to Success Too Much Testing Immediate Intervention in Underperforming Schools Portfolio Assessments Hopelessness Drop Outs Status Bar Career and Technical Education Narrowing of the Curriculum Declining Enrollment Inquiry-drive Learning “It is developmentally inappropriate to have those expectations for these kids.” High School Exit Exam

4. Breaking Through the Clutter

5. Center to Close the Achievement Gap Best Practices Teachers and Administrators Partnerships

6. Partnerships

7. Opportunity Gap The Starting Point is Data

8. Comparing Look-a-Like Schools

9. Benchmarking Proficiency

10. Top Ten Look-a-Like Schools

11. Proficiency Bands Over Time

12. “Same Students” Over Time

13. “Starting Point” Over Time

14. Outperforming Expectations Middle College High Santa Ana Unified These schools are within 30 miles of each other Animo Jackie Robinson

15. Beating/Lagging Over Time View Park Preparatory Accelerated Charter Middle Los Angeles Unified

16. Content Strands

17. Subgroup Performance AYP Min. Proficiency AYP Min. Proficiency

18. Why Does this Data Matter? College Readiness Must Lead to College Success

19. College Readiness -- EAP Language Arts CST Proficiency for EAP College Ready Students

20. EAP Performance

21. EAP Proficiency African American Language Arts Combined Math

22. Let’s Look at Your Data

24. Best Practice Framework Focus School Plan On Explicit Improvement of Performance on Academic Objectives Define and Unpack Specific Academic Objectives by Grade and Subject Assure Teaching Content is based on Specified Academic Objectives

25. Best Practice Framework “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.” High “We use the state standards. They are clear. We trust our teachers enough not to have to spell them out any more specifically.” Performance Level Middle Low “Haven’t we already done this?”

26. School Impact 46.2% 23.1% 30.7% District Impact 100% Best Practice Framework Grade Level • K • 1 • 2 • 3 • 4 • 5 • 6 • 7 • 8 • 9 • 10 • 11 • 12 TeacherImpact 50% 33.6% 25% 20% 16.6% 14.3% 12.5% 11% 10% 9% 8% 7.7% • 100% 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%

27. Best Practice Framework Provide Strong Instructional Leaders, Highly Qualified Teachers, and Aligned Professional Development Collaborate in Grade/Subject Level Teams focused on Student Work Select, Develop, and Allocate Staff based on Student Learning

28. 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

29. 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.

30. 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

31. Best Practice Framework Assure the Use of Scientifically Based, Evidence-Based Programs, Practices, and Arrangements in every Classroom Use Scientifically Based, Evidence-Based Programs, Practices, and Arrangements Provide Scientifically Based, Evidence-Based Instructional Programs

32. Best Practice Framework Mixture of Prescription and Autonomy Tight 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

33. Best Practice Framework Develop Student Assessment and Data Monitoring Systems: Monitor Student Performance Monitor Teacher Performance and Student Learning Monitor Student Learning

34. …and then assuring that we have provided the necessary staff, tools, and resources for them to learn it, we must ask: Monitoring Evidence-Based Tools and Resources Curriculum Strong Instructional Leaders Highly-Qualified Teachers Aligned Professional Development After determining WHAT it is that all children areexpected to learn by grade and subject, Best Practice Framework “How will we know if they have learned it?”

35. Best Practice Framework State: Assessment State: Assessment District: Benchmark Assessments School:Unit Tests Teacher:Daily Monitoring Teacher:Daily Monitoring

36. 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

37. Evidence-Based Tools and Resources Strong Instructional Leaders Highly-Qualified Teachers Aligned Professional Development Best Practice Framework The most important question of all… Monitoring Curriculum “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?”

38. Best Practice Framework The Intervention If learning the stated objectives is NOT going to vary among students, then what must vary? • Time to Learn • Resources and Support to Learn

39. Questions

40. 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.

41. Teachers and Administrators

42. Closing the achievement gap would add $2.4 trillion to U.S. GDP.

43. Center to Close the Achievement Gap Supporting Principals Using Data to Inform Instructional Leaders March 8, 2010 San Antonio, Texas