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