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Using a teacher identifier to improve student
achievement and instruction
Elliott AspCherry Creek Schools
February 2009
Overview
• District context
• Support for using teacher/student data
• Informing Instruction/Reflecting on Practice
• Examining teacher performance and setting goals
• Examining school effectiveness
• Challenges
• Next Steps
Cherry Creek Facts and Figures• 50,000 students - Colorado’s 4th largest school district• 37% students of color• 23% F/R lunch• 3,000 ELA (over 100 languages)• 200% increase in PHLOTE students in 5 yrs.
• Facilities– 40 Elementary Schools– 11 Middle Schools– 7 High Schools
-5-
Support for Using “Teacher Data”
• Training in interpreting and using data
• Tools for linking instruction to student performance
• Expectations for using data
• District, school, and teacher summaries
• Individual student data linked to teachers
Data-Driven Dialogue
Predictions and Assumptions• Activating • Engaging
Exploration/Observation• Make fact statements• Use multiple sources
Explanation/Causation•ID testable explanations
•Confirm with data
Taking Action• Generate solutions
• Use data to guide implementation
2004 Adapted Wellman and Lipton
Fall 2007 CCSD Office of Assessment & Evaluation and Office of Curriculum & Staff Development 6
Using CSAP Growth Data: Outline/Agenda
Welcome, Introductions, Objectives Using Sample Growth Reports
Clearly define the data question under study. Review CSAP Growth Model in Cherry Creek Schools Activate background knowledge of instructional strategies and
students from the prior school year Observe and Explore summary results Observe and Explore individual student results Explain Results-Link growth data with instructional practice Synthesize explanations-Identify implications for current practice
Additional Tools for Constructive Conversations Summary and Conclusions
Data Inquiry in the Classroom
FALL/BEGINNING OF THE
SCHOOL YEAR
PLANRAD Reports:
Initial Planning for Current Students
SPRING/SUMMEREND OF THE
SCHOOL YEAR
EVALUATEGrowth Results:
Evaluate Prior Year’s Instruction
THROUGHOUT THE
SCHOOL YEAR
MONITORRAD Reports, MAP,
Formative & Benchmark Assessments
Did my students last year demonstrate achievement growth
as measured by CSAP?
What impact do I believe my instructional practice had on this
demonstrated growth?
Data Questions
Cherry Creek Schools CSAP Growth Model
(Developed in 2002)
“Sub-Dividing” the CSAP Scale
The numerical scale range for each of the 4 CSAP performance ranges is divided into 3 equal parts.
“One-Year” of CSAP Growth
A student who scores in the same relative position within their performance range for two consecutive tests has made about “1 year” of growth on CSAP (e.g., 4th grade “PPhi” to 5th grade “PPhi”).
Students should demonstrate at least “1 year” of growth.
P-PP+
PP+
PP-
US
US
150 180 220GRADE 3 GRADE 4 GRADE 5
P+
P
A
A-
A
A-
A-
A
PP+PPPP-
P-
US+
US+
PP-
PP
P+
P
P+
P
P-
PP
US
US+
955
900
800
700
500
400
600
300
150
955
900
800
700
500
400
600
300
150
“Target CSAP Growth”
Students at different performance levels need different growth targets.
Students Proficient or above should make at least 1 year of CSAP growth.
Students who score below Proficient levels must gain more than "1 year" in order to close the performance gap.
P-PP+
PP+
PP-
US
US
150 180 220GRADE 3 GRADE 4 GRADE 5
P+
P
A
A-
A
A-
A-
A
PP+PPPP-
P-
US+
US+
PP-
PP
P+
P
P+
P
P-
PP
US
US+
955
900
800
700
500
400
600
300
150
955
900
800
700
500
400
600
300
150
District CSAP Growth Expectations
US- US US+ PP- PP PP+ P- P P+ A- A A+
US-
US
US+
PP-
PP
PP+
P-
P
P+
A-
A
A+
Target for students “Below Proficient”: 1 year + 1 or more “steps.”
Target for students “Proficient”: Gain sufficiently to maintain relative performance position.
Target for students “Advanced”: Score anywhere in “Advanced” range the following year.
Beg
inn
ing
Per
form
ance
Lev
el
Ending Performance Level
Fall 2007 CCSD Office of Assessment & Evaluation and Office of Curriculum & Staff Development 14
Activate Knowledge of Students: Tools for the Process
Fall 2007 CCSD Office of Assessment & Evaluation and Office of Curriculum & Staff Development 15
Process for Growth Data Inquiry
Activate
Observe
Explain
Connect
Fall 2007 CCSD Office of Assessment & Evaluation and Office of Curriculum & Staff Development 16
Observe & Explore Student Results: Tools for the Process
Reflecting on my Practice
• How much did my below proficient students grow?
• How did my proficient and advanced students do?
• What differences do I see in growth across racial groups?
Informing Instruction
• Informing instruction for this year’s students– Which groups met their growth targets?– Which individuals met their growth targets?– What strategies were effective for which
groups and individuals?
Fall 2007 CCSD Office of Assessment & Evaluation and Office of Curriculum & Staff Development 21
Link Results to Instructional Practice: Tools for the Process
Fall 2007 CCSD Office of Assessment & Evaluation and Office of Curriculum & Staff Development 22
Synthesize & Connect to Current Practice: Tools for the Process
Examining Teacher Performance and Setting Goals
• How did my students do compared to:– Students in my school– Students in other classes
• What are my instructional goals for this year?
Examining School Effectiveness
• Who are my most effective teachers?– Who can we all learn from?
• How well did my school do?– District– Other schools
• Administrator performance pay
Challenges
• Culture of the profession
• Linking teacher “characteristics” to student achievement– Experience– Education– Inservice training– Programs and practices
• Data quality and management
• Training opportunities– Teacher– Administrator– Support personnel
Next Steps
• New data warehouse
• Data quality team
• ERP system
• Desktop availability
• Increased expectations
Building Knowledge with Data
• Data – collection of “facts”
• Information – organized data
• Knowledge – interaction with information
• Wisdom – knowledge combined with experience and expertise
Using a teacher identifier to improve student
achievement and instruction
Elliott AspCherry Creek Schools
February 2009
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