Exercising our Data Analysis and Student Targeting Muscles Principal Meeting: February 2009 Using Data to Make Informed Decisions

AiS & Data Tools Board Theory of Action Plan and Target Student Achievement as Measured by the Data Dashboard Indicators Target Students for Immediate Improvement on the CST Cycle of Continuous Improvement Thought Process Cycle of Continuous Improvement Thought Process 2

Mastery Objectives:  To strengthen the culture of continuous improvement  To use data to make informed decisions  To target students for immediate impact Ground Level 10,000 feet 40,000 feet 3

Who’s Struggling? R-FEP Students still at “Basic” on the CST in ELA FBB/BB to Basic A Student Group that typically slides that you want to hold ground? Project 980: Students who are at proficient/advanced but with a low GPA? Project “089”: Students who are at FBB or BB, but with a high GPA? What Student Group? EL, R-FEP, an Ethnic group, 9 th graders, 10 th graders What subject area? CST Tested Areas: Algebra, Geometry, ELA, Biology, Life Science, MHW You want to help kids and move the achievement dials (% Proficient, Data Dashboard, AYP, API)... Think big splash items 4

Universal Academic Support What is the universal support 7-12? (what touches every students and every teacher?) What is the universal support at your site? Targeted Academic Intervention for Students Project 980/340 CAHSEE Jump Start (HHS, MHS, FHS, RHS) Transcript Analysis – Grad Rate Efforts Immediate Targeted Academic Interventions on CSTs What other targeted interventions do you have at your site? Intensive Academic Support What intensive support services exist at your site? 5

Building Context for Academic Support  List some of the Grade 7-12 “universal academic support” activities in place for all secondary schools  Name some “universal academic support” activities that are engaged in school-wide at my school  Identify some “targeted intervention” groups and practices at my school  List any “intensive support” projects at my school 6

Cycle of Continuous Improvement Reflection Analysis Planning of Instruction Assessment Instructional Strategies 7

Cycle of Continuous Improvement and Project 980/340  Planned activities  Conducted some activities  1 st Semester student outcomes  43% HS improvement  32% MS improvement 8

Lucky Good results with no understanding of the reasons. Replication of success not probable. Leading Good results with clear understanding of the reasons. Replication quite probable. Losing Poor results, with no understanding of the reasons. Learning Poor results with clear understanding of the reasons. Replication of mistakes not probable. The Leadership and Learning Matrix Conditions for Excellence 9

Cycle of Continuous Improvement Reflection Analysis Planning of Instruction Assessment Instructional Strategies 10

Cycle of Continuous Improvement  What was our plan?  What was implemented?  What assessment was used?  Analyze the entries for student contacts for your school–  What can we learn about the action plan implementation process? Quality?  How do the actions match with results?  Reflect on what continuing needs this group of students has for the remainder of the year? How will you adjust the plan for the remainder of the year? 11

Project 980/340 Examination 12  We had a plan to work with a particular group of students to improve GPAs.  Were there any other goals?  What did we actually end up doing?  Did we all do the same thing? (Pair-Share)  Did we document everything we did?  What holes did we have to fill in as we went along?  What modifications to our plan did we have to make?

Project 980/340 Examination 13 theory In theory there is no difference between theory and practice. practice In practice, there is. - Yogi Berra

Project 980/340 Examination 14  How many contacts did each student receive?  How many caring adults did each student come in contact with?  What types of contacts do we see?  What would we say, based on our evidence, about the quality of the contacts?  Did we make all our?

Project 980/340 Examination 15  How are our efforts through this program connected with the outcomes we see?  What conclusions would we use in our next planning cycle?  What practices should we continue? Do more of? Stop doing? Start doing? Change?

16 Planning What will I do (differently) to ensure that every student achieves the goal Goal : Create a plan to bring up GPAs Resources : Counselors, VPs, Teachers, etc. Implementation Implement planned interventions activities before re-assessing progress Assessment: Did they get it now? Goal : Administer common “assessment” (e.g., GPA). Analyzed at a pre- determined time Analysis Did we actually implement our plan? What helped our students? What are the outcomes? Any “side-effects” or benefits? Goal : Identify at least one common successful practice Resources : Assessment results; analysis of log entries Reflection How successful was our effort? What should we do more of? What should we stop doing? Why? Goal: Determine why students may/may not have made progress Cycle of Continuous Improvement

Purpose: Target a specific group of students to increase their achievement at least one performance level on one or more areas of the CST Steps to Success: 1. Use AiS to identify students for immediate intervention 2. Develop a proposal for intervention (enlist others in this work) Submit proposal to Chris Evans for review Submit purchasing exception to Chris Evans Approval or invitation to “rework it” If approved, Chris will submit it to the CAO 3. Initiate action plan Monitor and adjust implementation Prepare “current reality” assessment of the level of implementation and interim impactPurpose: Target a specific group of students to increase their achievement at least one performance level on one or more areas of the CST Steps to Success: 1. Use AiS to identify students for immediate intervention 2. Develop a proposal for intervention (enlist others in this work) Submit proposal to Chris Evans for review Submit purchasing exception to Chris Evans Approval or invitation to “rework it” If approved, Chris will submit it to the CAO 3. Initiate action plan Monitor and adjust implementation Prepare “current reality” assessment of the level of implementation and interim impact Immediate Targeted Academic Intervention 17

Lucky Good results with no understanding of the reasons. Replication of success not probable. Leading Good results with clear understanding of the reasons. Replication quite probable. Losing Poor results, with no understanding of the reasons. Learning Poor results with clear understanding of the reasons. Replication of mistakes not probable. The Leadership and Learning Matrix Conditions for Excellence 18

Conditions for Excellence  Between now and June, we have the opportunity to identify where practices and interventions are fitting on the matrix on the “conditions for excellence” dimension  Did we engage the targeted group of students  Did we follow through on the action plan steps  What is the level of use (level of quality) of the practice(s) within the action plan  What interim student outcomes did we employ to assess and tweak the program 19

Lucky Good results with no understanding of the reasons. Replication of success not probable. Leading Good results with clear understanding of the reasons. Replication quite probable. Losing Poor results, with no understanding of the reasons. Learning Poor results with clear understanding of the reasons. Replication of mistakes not probable. The Leadership and Learning Matrix Conditions for Excellence Did we engage the targeted group of students Did we follow through on the action plan steps What is the level of use (level of quality) of the practice(s) within the action plan What interim student outcomes did we employ to assess and tweak the program 20

Lucky Good results with no understanding of the reasons. Replication of success not probable. Leading Good results with clear understanding of the reasons. Replication quite probable. Losing Poor results, with no understanding of the reasons. Learning Poor results with clear understanding of the reasons. Replication of mistakes not probable. The Leadership and Learning Matrix Conditions for Excellence 21

Today’s Task 1.Examine a student group and subject that can be positively impacted with a Spring 2009 immediate impact intervention (you may want to stick with the R-FEP example from last meeting)  Discuss with a partner the academic need for this group. What specific content can make a difference this Spring?  Discuss with a partner a “best practices” structure and activities to use with this group 2.Complete an Action Plan Budget proposal (if needed) Resources needed Action steps Monitoring plan Submit Budget Request to Chris 22

Data Explorations Subgroup/Subject Examined Findings 23

24 Action Plan for Immediate Impact on CSTs District Improvement Actions Data Dashboard Performance Targets Identified Areas of Need Student Performance Data Analysis Actions to Improve Student Achievement & Close Achievement Gap by Subgroup Funding Source (Title I, EIA-SCE, EIA- LEP, ELAP, SLIBG, GATE, Art/Music, High Priority, QEIA,Prop 10, etc.)

25 Action Plan for Immediate Impact on CSTs District Improvement Actions Data Dashboard Performance Targets Identified Areas of Need Student Performance Data Analysis Actions to Improve Student Achievement & Close Achievement Gap by Subgroup Funding Source (Title I, EIA-SCE, EIA- LEP, ELAP, SLIBG, GATE, Art/Music, High Priority, QEIA,Prop 10, etc.)