The Early Assessment Program (EAP) & D 3 M: Data-driven Decision Making That Involves Parents Tony Wold, Ed.D. Director, Student Assessment 1830 Nogales Street Rowland Heights, CA

EAP & D 3 M: Data-driven Decision making 1. Being Data Driven starts with vision 2.The Process is more essential than the product 3. Better communication is the vehicle to implement the vision EAP Message to Parents It’s your child’s future: TAKE CHARGE

Enrollment / Schools Rowland USD serves approximately 17,500 students in grades K-12 at 21 schools: 15 Elementary 3 Intermediate 3 High Schools In addition, RUSD operates an Adult and Community Day School and maintains a strong parent involvement focus as part of our core values that promote partnership with parents and the community

Percent Enrollment by Ethnicity We create a college-going culture for students from diverse family backgrounds

Since the beginning of NCLB, the district has increased overall proficiency in ELA by almost 12% & 13% in Math. The state of California has also risen, but at only half the rate of Rowland Unified. Rowland USD Proficiency Gains double those of the State!

“If you don’t know where you are going, you’ll end up somewhere else.” Yogi Berra So….Do EAP results help involve parents in how instructional decisions are being made? AND…Does everyone understand the EAP???

AYP Goals for Nothing like a moving target WHAT ABOUT A GOAL FOR EAP PARTICIPATION AND SUCCESS?

Guiding Parents through Standards-based Instruction Climbing Every Mountain College Level Standards California Academic Content Standards English Language Development Standards Foundation / Developmental Standards

A Framework for Developing Strategies to Meet College Level Academic Standards 1. Do Parent Understand the Daily Instructional Program? * Curriculum alignment: text and supplemental materials focused on standards * Planned Instruction: directed toward teaching to standards * Reading: fundamental skill in all subject areas * Focusing on higher-level thinking strategies to help students become more college ready (EAP results help facilitate this process) * Assessment: benchmark tests division-wide plus classroom tools for measuring progress * Staff Development: knowledge of benchmarks, standards and strategies 2. Do Parents Understand Instructional Support Systems (Short Term) * Interventions: re-teaching in class, before and after school, Saturdays * Instruction: directed to students by need and focused on content standards 3. Do Parents Understand Enabling Instructional Programs (Long Term) * Interventions: double dose, reading classes, 9X Writing and Math, retention * Instruction: unique structures and use of time, materials and technology

A Model for Assessment and Modifying Instruction: Articulation Meetings that can enhance parent involvement 1. Review the list of standards upon which the benchmark assessment is based for each course relative to the 18-week plan 2. Review the benchmark assessment to assess the degree to which each question matches the standard it was designed to measure with regard to content, depth of understanding, format, vocabulary, (CAHSEE, CST, EAP) 3. Review the grade distribution/level of performance of students based upon overall results, responses by question and standard, and other meaningful formats (most common wrong answer) 4. Discuss what was learned...what to continue, modify or completely revise 5. Design, implement and monitor how teachers are modifying instruction, materials, strategies, organization, etc. to re-teach to those students who are not proficient, including interventions outside the classroom. Have staff think about parent involvement as they…

PERFORMANCE GAP ANALYSIS Four Level Approach The purposes of the four (4)-level approach to the performance gap analysis is to address: General learning skills for all students school wide: –AVID strategies, such as Cornell Notes, SQ4R, Summary and Reflection, Socratic Seminars –the Perfect Paragraph/Essay and writing rubric or other writing strategy –graphic organizers, e.g. Say, Mean and Matter, KWL –resources: “Prep Your Way to Success” Power Point and notebook, AVID teachers, UCLA Writing Workshop –Strategies and outreach programs to connect parents with interventions –EAP Resources and lessons focusing on higher level thinking skills

PERFORMANCE GAP ANALYSIS: Working to Connect Parents at all levels Subject-specific gaps in learning as a result of the data analysis of EAP, Content Standards Tests, California High School Exit Exam, CAT 6, district benchmarks, teacher- designed assessments and reflection on student performance which is supported by all departments: Effective teaching strategies and lesson designs on specific performance gaps by teachers of common courses: Needs of students identified by classroom teachers that will strengthen the student as a learner –teachers reflect on their own students’ abilities and skills for learning in three (3) major areas: Fundamental Academic Strategies: Organizational Skills: Motivational Techniques:

CAHSEE Results Climbing the stairs…they lead to College! Class of 2006 English – Language Arts Mathematics English – Language Arts Class of 2007 Students in Grade 12 must pass the CAHSEE to receive a high school diploma. These students will have 3 opportunities to pass this school year – the next in February Students in Grade 11 will have two opportunities to take the CAHSEE, the first in November.

EAP Results Climbing the stairs…More Students encourage to look at College Options Class of 2006 Our approach: opt out versus opt in…

Using Data for Professional Development ° Standards-Based Focus ° Curriculum / Instructional Materials aligned to academic content standards ° CST Blueprints * “Power Standards” ° EAP Standards – College preparation ° “Unwrapping” the Standards ° Reading Comprehension Training ° Walkthrough training for Administrators ° Thinking Maps ° Writing Training * UCLA Writing Project and Write From The Beginning ° Parent Standards Nights – making standards comprehensible to parents. ° Next steps, parent meetings on college standards and the EAP ° Data Analysis Training for * Administration * Certificated Staff

Instructional Focus – EAP Pointing in the Right Direction EAP Utilized to help parents and students open up their options about College

Pointing the Instructional Compass to provide parents and students the keys to college success Ongoing Assessment supports instruction In subjects where the rigor of the assessment increased the percent of students attaining proficiency increased The Early Assessment Program is a strong component of increasing expectations and moving more students toward college. Interventions are supporting improved achievement, but the emphasis must continue to remain on first instruction and the instructional strategies to connect with all students This requires that parents understand the college standards and how interventions can help their children be more prepared for College

Conclusions D3M: Incorporating the EAP and involving parents Making data an every-day part of teacher and departmental decisions can have a profound impact on student achievement EAP results drive 12 th grade focus Make sure any system you implement in- corporates the essential elements of success: Immediate access to test results EAP results at the beginning of the year Direct communication to parents of student EAP results Ability to dynamically aggregate and dis- aggregate—all the way to the student level. EAP Strand data Ability to work within your own district’s resources and capabilities. EAP Configured for our use

EAP Resources EAP Intervention Resources are a key ingredient for student instruction, intervention, and enrichment. They provide supplemental materials teachers can refer to when they put together lesson plans or homework assignments. –The EAP resources are available for teacher AND student use – –

Moving from Good to Great… ALL Sites increase EAP Participation Goals Higher Education School Sites Central Office Student OR Family College It’s Your Future: TAKE CHARGE