TIME Teacher Work Session November 20, 2003

Agenda Review TIME Innovation Office Activities Achievement Gap & CAHSEE Compact Data-Driven Teaching

STAC Supes-Only Update Update on key district engagements Finding lessons learned and critical success factors Focus on the achievement gap Data-driven teaching initiative Seeking your guidance –Role of the Classroom of the Future Foundation –Activities most helpful

TIME Innovation Office Key District Engagements Facilitate visioning, planning – Cajon Valley 4 middle schools EETT grant – San Diego Natural History Museum distance learning – Encinitas district priorities for instruction and technology Teacher focus groups – Escondido High use of academic data management Review technology strategy – Poway reengage tech advisory group Success factors and effective tactics – Lemon Grove – Grossmont eBackpack

Interesting Lessons Learned Grossmont –Deployment of technology lessons EETT Cajon Valley –Creating common vision among sites –Establishing boundaries for common action by independent actors Problem Cardiff –Reframing the problem to focus on results Academic data Escondido HSD, others –Teacher initiatives supported by effective tools

Seeking Critical Success Factors Objectives: measurable, shared Leadership: passionate, committed, empowering, motivating Sanction: approval, vision beyond obstacles Change management: transitions, intermediate successes Resources: adaptable, critical mass, scrounging Innovation: steal shamelessly, architecture, design Process: proven methodologies, yet adaptable Communication: inclusive, constant, both up and down

Achievement Gap Initiatives Brainstorm 9/19/03 SuccessMaker (NCS Pearson in Poway, Fallbrook, National Pulliam IDMS in Encinitas, Lemon Grove NWEA on-line testing in Poway CLRN software focus on math/science in Cajon Valley EETT focus on language arts in Fallbrook EduSoft in Escondido HSD, La Mesa-Spring Valley, Alpine, San Dieguito Digital media in Escondido ESD Plato Learning intervention for CAHSEE in San Dieguito Read180 in La Mesa-Spring Valley Vantage Learning for essay scoring in La Mesa-Spring Valley Parent engagement in Poway

Asian 80% 74% 38% 40% 44% White Filipino African American Hispanic Native American Pacific Islander 55% *For 10th grade students in the Class of 2005 Achievement Gap Task Force: Spring 2003 CAHSEE Pass Rates* in Math by Ethnicity

Economically Disadvantaged English Learner 40% 22% Special Education 18% Achievement Gap Task Force: Spring 2003 CAHSEE Pass Rates* in Math for Additional Subgroups *For 10th grade students in the Class of 2005

Pass Rate 100% Testing Testing June 2006 Graduation Testing High Performing Subgroups Low Performing Subgroups Achievement Gap Task Force: Pass Rate Target for Class of 2006 Initial Pass Rate

Data-Driven Teaching Focus on changes in teaching practice when teachers have access to more data on student performance –What data? –What systems? –What practices? –What works? –What doesn’t work?

Instruct & Assess Pretest An Example of Data-Driven Teaching Place in Courses Inter- ventions Data Data State Tests Course Test Instruct & Assess Data Data

DistrictSuperintendent Data/ Assess Asst Supt Instruct’n Tech Team District Coordination of Data-Driven Teaching Deploy tools for teachers to work with achievement data Train teachers to interpret data against instructional standards Motivate teachers to close gaps before, not after, tests Ensure IT infrastructure works and teachers know how to use it

Districts have more Questions than Answers Many have new tools: EduSoft, PowerSchool, Pulliam Several have early successes: student profile reports Most want help: –tools/training for interpreting data –How to exploit new adoptions for assessment Some early advice

Some Early Advice for D&A Encourage teachers to use hotlines (EduSoft, Pulliam) Find specific purpose for data (interventions, ELL redesignation, appropriate course selection) Facilitate grade-level or same-subject group discussions about what data reveals Initiate problem-solving when “test scores so low!” Motivate teachers to close gaps before tests, not after Exploit teachers motivated by technology and desire to know how their teaching is working Ensure IT infrastructure works to avoid hiding behind bushes

Bottom Line Teachers need data … –that goes deeper than strand level –that appears more often than once a year after the fact –that informs them what to teach to whom Motivate teachers to close the achievement gap before the State test –makes their job easier in the long run –every one will feel greater satisfaction