Using Data to Inform Instruction

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Using Data to Inform Instruction

• Independence High School
• February 1, 2006

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Challenges of a Changing Clientele

• Unprepared for high schools rigorous curriculum
• Diverse language backgrounds and abilities
• Impact of a technology-based lifestyle on
  learning styles and intrinsic motivation
• CDEs emphasis on higher test scores

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Ways of Addressing the Needs of a Changing
Clientele

• Shotgun Approach
• Throw everything at the students and hope that
  something works
• Data-Based Approach
• Target students strengths and growth needs
• Aim instruction to address growth needs

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Why Use Data?

• Localizes strengths and areas of growth
• Helps us to better-align our curriculum,
  instruction and assessment with state academic
  content standards
• Helps us to modify instructional strategies to be
  more responsive to students individualized
  learning needs
• Helps us to find out if what we are doing is
  really working

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What Should You Know About Your Students?

• Demographic Data
• English Proficiency
• Ethnicity
• Gifted and Talented (GATE)
• Special Education (including Section 504)

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Why is Demographic Data Important?

• Helps teachers to differentiate instruction and
  utilize support strategies that are responsive to
  students needs
• English ProficiencySDAIE strategies
• EthnicityGrouping strategies
• GATEDepth, complexity, novelty, acceleration
• Special EducationIEPs

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California Standards Tests

• The California Standards Tests (CSTs), the
  California Alternate Performance Assessment
  (CAPA) are criterion-referenced tests. Results
  are based on how well students achieve identified
  state-adopted content standards, not how student
  results compare with results of other students
  taking the same tests.
• CSTs reveal how well curriculum, instruction, and
  assessment strategies are aligned with the state
  standards

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CST Scores

• The CSTs are scaled (useful for comparing
  performance on a test over time) and correspond
  to 5 performance levels (quintiles)
• Advanced (80-100)
• Proficient (60-79)
• Basic (40-59)
• Below Basic (20-39)
• Far Below Basic (0-19)

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Scale Score Ranges English-Language Arts
350 is Proficient
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Scale Score Ranges Mathematics
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2005 CSTs English/ Language Arts and Mathematics
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2005 CSTs Science and Social Science
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Independence High
Subgroups less than 11 are not reported. Basic
or lower proficiency levels not
available. N2005 Number tested.
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Independence High
Percent Proficient or Advanced.
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Independence High
Percent Proficient or Advanced
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Independence High
Subgroups less than 11 are not reported Basic
or lower proficiency levels not
available N2005 Number tested.
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Independence High
Subgroups less than 11 are not reported Basic
or lower proficiency levels not
available N2005 Number tested.
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Independence High
Subgroups less than 11 are not reported Basic
or lower proficiency levels not
available N2005 Number tested.
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How Do We Use the CST Data?

• When looking at the data, what trends or patterns
  do we see?
• What did we do well?
• What do we need to do differently to improve?
• Using the data, can we predict which students
  will need intervention in order to achieve?
• Looking back on last years instructional
  strategies, what has contributed to our success
  in certain areas?

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How Do We Use The CST Data?

• What strategies can we use to improve areas in
  which there are achievement gaps?
• Do we need help in implementing any new
  strategies?
• Professional development
• Sharing best practices
• Peer coaching
• Common assessments
• Examining student work

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CAHSEE

• Unlike the CSTs, the CAHSEE covers standards in
  grades 6, 7, and algebra
• CAHSEE scale scores range from 275 to 450
• A passing score is 350, which means that students
  must score approximately 55 correct answers in
  mathematics and approximately 60 correct in ELA
• The CAHSEE and the CAPA are the main ingredients
  in formulating the Average Yearly Progress (AYP)

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Independence High
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Independence High
NClass of 2007 Number tested.
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Independence High
NClass of 2007 Number tested.
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Independence High
NClass of 2007 Number tested.
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Independence High
NClass of 2007 Number tested.
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Independence High
NClass of 2007 Number tested.
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Independence High
NClass of 2007 Number tested.
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Adequate Yearly Progress (AYP) Components

• Achievement of a 95 participation rate on all
  applicable assessments
• Achievement of the Annual Measurable Objectives
  (AMOs) in both English-language arts (ELA) and
  math
• Percent proficient or above
• API (school wide only)
• Graduation rate (high schools only)

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Percent Proficient Targets English-Language
Arts
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Percent Proficient Targets Math
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Independence High
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Independence High
Subgroups less than 11 are not reported. CAPA
California Alternative Performance
Assessment. N2005 Number tested.
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Independence High
Subgroups less than 11 are not reported. CAPA
California Alternative Performance
Assessment. N2005 Number tested.
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Independence High
Subgroups less than 11 are not reported. CAPA
California Alternative Performance
Assessment. N2005 Number tested.
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Independence High
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Independence High
Subgroups less than 11 are not reported. CAPA
California Alternative Performance
Assessment. N2005 Number tested.
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Independence High
Subgroups less than 11 are not reported. CAPA
California Alternative Performance
Assessment. N2005 Number tested.
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Independence High
Subgroups less than 11 are not reported. CAPA
California Alternative Performance
Assessment. N2005 Number tested.
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Uses of the Academic Performance Index (API)

• California Accountability Uses of the API
• Measures school and district growth annually
• Ranks schools on an annual basis
• Measures progress of state intervention programs
• Is part of Adequate Yearly Progress (AYP)
  calculation

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What are API Targets?

• The State target for all schools is currently 800
  on a 1,000 point scale (875 in the future)
• The annual growth target for schools under 800 is
  5 of the distance between the schools API base
  and 800 (10 growth target proposed)
• The growth target for each numerically
  significant subgroup is 80 of the school-wide
  target (Comparable Improvement)

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Comparable Improvement Subgroups

• African American
• American Indian or Alaska Native
• Asian
• Filipino
• Hispanic or Latino
• Pacific Islander
• White
• Socioeconomically Disadvantaged
• Special Needs
• English Learners

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API Target Calculation
5 of the Distance to the Statewide Performance
Target
Maximum 1000 Target 800 Example
School 535 Minimum 200 0
5 x (800-535) 13
Growth Target
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A Comparison of Two Years of the Academic
Performance Index (API) Scores for East Side
Union High School District
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