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