Return on Investment of the Recruiting Process

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Center to Close the Achievement Gap
Supporting Principals Using Data to Inform
Instructional Leaders March 8, 2010 San
Antonio, Texas
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By the year 2025, California will be one million
bachelors degrees short of meeting our workforce
needs.
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High Priority Schools Grant Program
Turnaround Failing Schools
Student Data System
American Recovery and Reinvestment Act
State Takeover
FICMAT
Multiple Measures
Firing Teachers
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 dont 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
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Breaking Through the Clutter
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Center to Close the Achievement Gap
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Partnerships
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The Starting Point is Data
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Comparing Look-a-Like Schools


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Benchmarking Proficiency


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Top Ten Look-a-Like Schools


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Proficiency Bands Over Time


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Same Students Over Time


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Starting Point Over Time

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Outperforming Expectations
Middle College High Santa Ana Unified
These schools are within 30 miles of each other
Animo Jackie Robinson
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Beating/Lagging Over Time
View Park Preparatory Accelerated Charter
Middle Los Angeles Unified

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Content Strands

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Subgroup Performance
AYP Min. Proficiency
AYP Min. Proficiency
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Why Does this Data Matter?
College Readiness Must Lead to College Success
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College Readiness -- EAP
Language Arts CST Proficiency for EAP College
Ready Students
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EAP Performance
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EAP Proficiency African American
Language Arts
Combined Math
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Lets Look at Your Data
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(No Transcript)
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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
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Best Practice Framework
There is ALWAYS work to be done to further
understand and interpret the standardsespecially
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
Havent we already done this?
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Best Practice Framework
Grade Level

• 12

• 11

• 10

• 9

• 8

• 7

• 6

• 5

• 4

• 3

• 2

• 1

• K

Teacher Impact
50
33.6
25
20
16.6
14.3
12.5
11

• 100

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
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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
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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

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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.

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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

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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
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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

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Best Practice Framework
Develop Student Assessment and Data Monitoring
Systems Monitor Student Performance
Monitor Teacher Performance and Student Learning
Monitor Student Learning
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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?
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Best Practice Framework
State Assessment
State Assessment
District Benchmark Assessments
School Unit Tests
Teacher Daily Monitoring
Teacher Daily Monitoring
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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
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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?
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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

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Questions
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Teachers and Administrators

• An effective teacher is the most important
  factor in raising student achievement.
• The California State University prepares
  two-thirds of Californias teachers and nearly 15
  percent of the nations teachers.

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Teachers and Administrators
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Closing the achievement gap would add 2.4
trillion to U.S. GDP.
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Center to Close the Achievement Gap
Supporting Principals Using Data to Inform
Instructional Leaders March 8, 2010 San
Antonio, Texas