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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 OfficeKey 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 1:1@Home-School– Grossmont eBackpack
Interesting Lessons Learned
• eBackpack @ Grossmont– Deployment of technology lessons
• EETT grant @ Cajon Valley– Creating common vision among sites– Establishing boundaries for common action by
independent actors
• Problem Solving @ Cardiff– Reframing the problem to focus on results
• Academic data management @ 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% 74%
38% 40% 44%
White Filipino AfricanAmerican
Hispanic NativeAmerican
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
EconomicallyDisadvantaged
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%
2003-04Testing
2004-05Testing
June 2006Graduation
2005-06Testing
HighPerformingSubgroups
LowPerformingSubgroups
Achievement Gap Task Force: Pass Rate Target for Class of 2006
Init
ial
Pas
s R
ate
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?
InstructInstruct& Assess& Assess
PretestPretest
An Example ofData-Driven Teaching
Place inPlace inCoursesCourses Inter-Inter-
ventionsventionsDataData
DataData
StateStateTestsTests
Course Course TestTest
InstructInstruct& Assess& AssessDataData
DataData
DistrictDistrictSuperintendentSuperintendent
Data/Data/AssessAssess
Asst SuptAsst SuptInstruct’nInstruct’n
TechTechTeamTeam
District Coordination ofData-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