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

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

3. 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 Model Alternative Assessments Portfolio Assessments Failing Schools Firing Teachers Budget Cuts Too 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 System Whole-system Reform Law Suits Merit Pay National Content Standards State Takeover FICMAT State Receivership Poverty Hopelessness

4. Breaking Through the Clutter

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

6. Partnerships CSU Center to Close the Achievement Gap CSU Campuses Business Community Achievement Data Honor Roll Schools

7. OpportunityGap 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 Animo Jackie Robinson These schools are within 30 miles of each other

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

16. Content Strands

17. Subgroup Performance 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 Combined Math Language Arts

22. Let’s Look at Your Data

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

25. Performance Level 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

26.  12  11  10 99 88 77 66 55 44 33 22 11 KK 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

27. 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

28. 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

29. Rich and Deep Induction and Support Systems  Extended and progressive induction programs designed for 1 st, 2 nd, and 3 rd 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

30. 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

31. 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

32. 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 Best Practice Framework

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

34. Strong Instructional Leaders Highly-Qualified Teachers Aligned Professional Development Evidence-Based Tools 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 are expected to learn by grade and subject, “How will we know if they have learned it?” Best Practice Framework

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

36. 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

37. Strong Instructional Leaders Highly-Qualified Teachers Aligned Professional Development Evidence-Based Tools 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

38.  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

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. Alignment of Purpose ClassroomSchoolDistrict Higher Education Teachers and Administrators

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

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